Investigating Effect of Origami-Based Instruction on Elementary Students’ Spatial Skills and Perceptions

Cakmak, Sedanur; Işıksal-Bostan, Mine; Koç, Yusuf

doi:10.1080/00220671.2012.753861

Cited by 48 publications

(54 citation statements)

References 24 publications

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“…While no statistical significant difference in posttest mean scores on spatial visualization between groups were found, there existed both statistical and practical significant differences in posttest mean scores on spatial orientation between the groups. This result differ slightly from recent finding by Cakmak, Isiksal and Koc (2014) where 10% of the variance in the elementary students' spatial visualization corresponding to moderate effect size was attributed to origami instruction. Perhaps, the wider difference in age of participants interacting with some contextual independent variables may have yielded the inconsistency of the finding.…”

Section: Discussioncontrasting

confidence: 99%

“…The result showed significant improvement in spatial visualization skills among students in grades four, five and six after origami instructions. In Turkey, Cakmak, Isiksal and Koc (2014) recently investigated the effect of origami-based instruction on elementary students' spatial skills and perceptions. Their study found that origami instruction had positive effect on the students' spatial ability scores and opinions about origami-based instruction and its relationship with mathematics.…”

Section: Origami Instructionmentioning

confidence: 99%

“…According to Guven and Kosa (2008), spatial ability concerns ones ability to perceive, store, recall and create mental picture of shape and space. Spatial abilities are often categorized into spatial visualization and spatial orientation (Cakmak, Isiksal & Koc, 2014;Pak, Rogers & Fisk, 2006). Spatial visualization is described as the perceptual ability to manipulate a visual image in two-and three-dimensional spaces while spatial orientation refers to the cognitive ability to perceive how one object is positioned relative to other objects in space.…”

Section: Spatial Abilitymentioning

confidence: 99%

“…The lessons followed procedures similar to those described by Boakes (2009) andCakmak, Isiksal andKoc (2014). In each lesson, students were instructed to construct various origami models and discuss their geometrical properties.…”

Section: Data Collectionmentioning

confidence: 99%

See 3 more Smart Citations

Investigating the Effect of Origami Instruction on Preservice Teachers’ Spatial Ability and Geometric Knowledge for Teaching

Akayuure¹,

Arthur²,

Alebna³

2016

IJEMST

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Section: Discussioncontrasting

confidence: 99%

Section: Origami Instructionmentioning

confidence: 99%

Section: Spatial Abilitymentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

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Investigating the Effect of Origami Instruction on Preservice Teachers’ Spatial Ability and Geometric Knowledge for Teaching

Akayuure¹,

Arthur²,

Alebna³

2016

IJEMST

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“…In line with these attempts, the use of origami in mathematics education began to take attention in recent research studies in Turkey. For instance, Çakmak, Işıksal, and Koç (2014) investigated how origami-based mathematics instruction affects elementary students' spatial ability, and they found that origamibased mathematics instruction significantly increased students' spatial ability scores. In another study, it was stated that using origami activities in geometry lessons improved high school students' achievement in geometry (Arıcı & Aslan-Tutak, 2015).…”

Section: Introductionmentioning

confidence: 99%

Origami in Mathematics Education: The Development and Validation of an Origami-Related Self-Efficacy Scale

Arslan

Işıksal-Bostan

2016

İlköğretim Online

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ABSTRACT. The current study aims to develop and validate a scale in order to measure preservice and/or inservice teachers' self-efficacy beliefs regarding the use of origami in mathematics education. In line with this purpose, Origami in Mathematics Education Self-Efficacy Scale (OMESS) is developed and administered to 143 preservice teachers in the pilot study. Exploratory factor analysis results indicate that single dimension explains 73 percent of the total variance. In the main study, OMESS is administered to 299 preservice teachers. Obtained data is analyzed with confirmatory factor analysis techniques, and RMSEA is found to be 0.068, NC is found to be 2.37, CFI and NFI are found to be 0.99. Furthermore, Cronbach alpha coefficient for the single dimension is calculated as 0.94. Followed by the additional validation studies, OMESS might serve as a valuable tool in order to measure self-efficacy beliefs on the use of origami in mathematics education. Keywords. Mathematics Education, Origami, Scale Development, Self-Efficacy Beliefs ÖZ. Bu çalışma öğretmen ve öğretmen adaylarının matematik eğitiminde origami kullanımına yönelik öz yeterlik algılarını ölçmeye yönelik bir ölçek geliştirmeyi amaçlamaktadır. Bu amaç doğrultusunda Matematik Eğitiminde Origami Öz Yeterlik Ölçeği geliştirilip, pilot çalışmada 143 öğretmen adayına uygulanmıştır. Açımlayıcı faktör analizi sonuçları tek boyutlu yapının toplam varyansın % 73'ünü açıkladığını göstermiştir. Ana çalışmada, geliştirilen ölçek 299 öğretmen adayına uygulanmıştır. Bu çalışmadan elde edilen verilerin doğrulayıcı faktör analizi ile incelenmesi sonucu RMSEA değerinin 0.068, NC değerinin 2.37, CFI ve NFI değerlerinin ise 0.99 olarak hesaplandığı görülmüştür. Ayrıca ölçekteki tek boyut için Cronbach Alfa güvenirlik katsayısı 0.94 olarak hesaplanmıştır. Başka çalışmalar ile ölçeğin geçerliliğine yönelik ilave kanıtlar sunulduğu takdirde geliştirilen bu ölçek matematik eğitiminde origami kullanımına yönelik öz yeterlik algılarını geçerli ve güvenilir bir şekilde ölçmek için kullanılabilir. Anahtar Kelimeler. Matematik Eğitimi, Origami, Ölçek Geliştirme, Öz Yeterlik Algıları ÖZET Amaç ve Önem: Alanyazında origaminin matematik eğitiminde ilkokul yıllarından üniversite yıllarına, kesirler konusundan kalkülüs konularına kadar çok geniş bir yelpazede kullanılabileceği vurgulanmaktadır. Bu nedenle gerek Türkiye'de gerekse yurt dışındaki pek çok ülkede, origaminin matematik eğitiminde etkili bir şekilde kullanılmasına yönelik matematik öğretmen ve öğretmen adaylarına eğitim verilmeye başlanmıştır. Her ne kadar bu girişimler matematik öğretmen ve öğretmen adaylarının matematik eğitiminde origaminin etkili bir şekilde kullanılmasına yönelik gerekli bilgiyi edinmesi doğrultusunda olumlu olsa da, matematik eğitiminde origami kullanımına yönelik öğretmen ve öğretmen adaylarının kendilerini ne denli yeterli hissettikleri alanyazında araştırılmamıştır. Bu yönde çalışmaların yapılabilmesi için geçerlik ve güvenirlik çalışmaları yapılmış ölçeklere ihtiyaç duyulmaktadır. Bu çalışma il...

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Fostering Visuospatial Skills in Children Through Inquiry-Based Learning with Origami: The Case Study of VisMO Lessons

Li,

Myers,

Geary

et al. 2023

Learning, Design, and Technology

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Investigating Effect of Origami-Based Instruction on Elementary Students’ Spatial Skills and Perceptions

Cited by 48 publications

References 24 publications

Investigating the Effect of Origami Instruction on Preservice Teachers’ Spatial Ability and Geometric Knowledge for Teaching

Investigating the Effect of Origami Instruction on Preservice Teachers’ Spatial Ability and Geometric Knowledge for Teaching

Origami in Mathematics Education: The Development and Validation of an Origami-Related Self-Efficacy Scale

Fostering Visuospatial Skills in Children Through Inquiry-Based Learning with Origami: The Case Study of VisMO Lessons

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