A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education

Abstract

An abundance of empirical evidence exists identifying a significant correlation between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). Despite this evidence, a causal explanation has yet to be identified. Pertinent research illustrates that spatial ability can be developed and that doing so has positive educational effects. However, contention exists within the relevant literature concerning the explicit definition for spatial ability. There is therefore a need to define spatial ability relative to empirical evidence which in this circumstance relates to its factor structure. Substantial empirical evidence supports the existence of unique spatial factors not represented in modern frameworks. Further understanding such factors can support the development of educational interventions to increase their efficacy and related effects in STEM education. It may also lead to the identification of why spatial ability has such a significant impact on STEM educational achievement as examining more factors in practice can help in deducing which are most important. In light of this, a synthesis of the spatial factors offered within existing frameworks with those suggested within contemporary studies is presented to guide further investigation and the translation of spatial ability research to further enhance learning in STEM education.

A Virtual Resource for Enhancing the Spatial Comprehension of Crystal Lattices

“…Thus, teaching experiences carried out with engineering students revealed that an improvement of both the acquired knowledge and spatial visualization skill are achieved by using a VT. This is in agreement with previous studies [15][16][17][18][19][20] where it was demonstrated that the visualization skill can be improved through appropriate training. Taking all the previously mentioned into account, two facts can be stated: (i) the graphical design of any Didactic Virtual Tool (DVT) is a key factor in achieving an educative aim; and (ii) in the case that such a tool is used for solving any spatial visualization problem, the tool design becomes an even more influential factor.…”

Investigating the use of spatial reasoning strategies in geometric problem solving

“…Significant research has been conducted to create a meaningful intervention to achieve this aim (Sorby 2009;Veurink and Sorby 2011). However, it is imperative that the assumption is not made that such an impasse can only occur in students deemed to have low levels of spatial ability as denoted by performance on the PSVT:R. Spatial ability is widely understood as a second order cognitive factor encompassing multiple 1st order factors (Buckley et al 2018;Carroll 1993;Schneider and McGrew 2012). The PSVT:R is posited to measure the spatial relations factor.…”

Evidence for a unitary structure of spatial cognition beyond general intelligence

“…What constitutes good spatial skills? Since its earliest conceptualization 8 , spatial ability has been considered a multifaceted construct comprising several related, yet separable, skills 9 . One of the most widely adopted definitions of spatial ability describes it as the ability to generate, retain, retrieve, and transform wellstructured visual images 10 .…”