Research and Teaching: The Variation in Spatial Visualization Abilities of College Male and Female Students in STEM Fields Versus Non-STEM Fields

Sharobeam, M. H.

doi:10.2505/4/jcst16_046_02_93

Cited by 9 publications

(10 citation statements)

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“…(iii) Spatial visualization ability and Drafting, E-game, Art, Handwork: The size of the gender difference in spatial visualization ability may be attributed to the amount of a person's previous spatial experience, that is, spatial ability can be developed through activities involving spatial tasks (Feng et al, 2007). Past research found that some activities related to spatial tasks may be more common among boys than girls, such as playing computer and/or electronic games (Feng et al, 2007;Quaiser-Pohl, et al, 2006;Sharobeam, 2016), or playing with construction toys such as Lego  or building blocks (Deno, 1995). These activities provide boys with more spatial experience than girls, which may contribute to boys' advantage in spatial tasks.…”

Section: Discussionmentioning

confidence: 99%

“…Biological factors include genetic factors (Hausmann et al, 2000;Thomas & Kail, 1991), neurological development (Hao et al, 2016;Li et al, 2019), gender differences, and age differences (Yan et al, 2023). Social factors include environmental factors (Quaiser-Pohl et al, 2006;Sharobeam, 2016), culture and education (Tian et al, 2022), training and practice.…”

Section: Difference Of Spatial Visualization Ability and Related Factorsmentioning

confidence: 99%

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Spatial Visualization Ability Assessment for Analyzing Differences and Exploring Influencing Factors: Literature Review with Bibliometrics and Experiment

Yang,

Chookhampaeng,

Chano

2023

Indonesian J. Sci. Technol

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Spatial ability, an essential skill in modern education, is on par with language and computing abilities. However, the definition and categorization of spatial ability are still unclear, requiring further development in assessment practices and research. The factors influencing spatial ability are still being explored, and assessments across different cultures and backgrounds need refinement. Results show a significant correlation between spatial visualization ability, gender, and major, with males and STEM majors scoring higher. Other factors, like students' prior spatial experience, did not show a significant correlation. These findings help identify and evaluate students' spatial visualization ability levels, guiding the design of spatial thinking courses and supporting differentiated teaching. The assessment also serves as a measure to track changes in students' spatial visualization ability before and after the course.

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Section: Discussionmentioning

confidence: 99%

Section: Difference Of Spatial Visualization Ability and Related Factorsmentioning

confidence: 99%

Spatial Visualization Ability Assessment for Analyzing Differences and Exploring Influencing Factors: Literature Review with Bibliometrics and Experiment

Yang,

Chookhampaeng,

Chano

2023

Indonesian J. Sci. Technol

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“…Specifically, object visualization encompasses object ability, the ability to vividly imagine the colour, texture and shape of visual objects (Kozhevnikov et al, 2005), and object style (preferences to represent information using object imagery, Blazhenkova & Kozhevnikov, 2009) was shown to significantly predict artistic creativity and success in the field of visual art and design (Blazhenkova & Kozhevnikov, 2010; Kozhevnikov et al, 2013; 2022). Similarly, spatial visualization that encompasses spatial ability, the ability to represent and manipulate spatial relations, and spatial style, the preference to process information through spatial imagery (Blazhenkova & Kozhevnikov, 2009), was shown to predict scientific creativity (Kozhevnikov et al, 2013, 2022) as well as career success in sciences, engineering and other STEM disciplines (Kell et al, 2013; Sharobeam, 2016). Although CSs develop on the basis of abilities, they are more malleable and have greater potential to change, due to sociocultural influences such as the educational system or professional experience (Kozhevnikov et al, 2014; Lyons et al, 2009), compared to object and spatial visualization capacities, mainly dependent on the neural resources of ventral and dorsal pathways of the brain respectively (Motes et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Cognitive style and creativity: The role of education in shaping cognitive style profiles and creativity of adolescents

Kozhevnikov

2023

Brit J of Edu Psychol

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BackgroundPrevious research on cognitive styles (CSs) has often overlooked their complexity and the effect of the environment on their development. While research supports visual abilities as predictors of domain‐specific creativity, there is a lack of studies on the predictive power of CS in relation to creativity beyond abilities.AimsThe current study aimed to explore the validity of the CS construct as environmentally sensitive individual differences in cognition. We examined the internal structure of the CS construct, its predictive power in creativity beyond visual abilities, and how CSs of Singaporean secondary school students are shaped with age under specific sociocultural influences (Singapore's emphasis on STEM disciplines).SampleData were collected from 347 students aged 13–16 from a secondary school in Singapore.MethodsStudents were administered nine tasks assessing their visual abilities and learning preferences, artistic and scientific creativity, and questionnaires assessing their CS profiles.ResultsThe confirmatory factor analyses provided evidence for a matrix‐type CS structure consisting of four orthogonal CS dimensions and third levels of information processing. Structural equation models demonstrated significant contributions of context independence and intuitive processing to artistic and scientific creativity, respectively, beyond visual abilities. The results also suggested that Singapore's education system could be contributing to significantly shaping adolescents' CS profiles.ConclusionsOur findings support the validity of CS as individual differences in cognition that develop to cope with environmental demands. They highlight the importance of providing an appropriate environment in shaping adolescents' CS profiles to support the development of domain‐specific creativity according to their strengths and talent.

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“…Yapılan katlamalar ile oluşan üç boyutlu şeklin verilen seçenekler arasından seçilmesi istenmektedir. Bu testin kullanıldığı birçok araştırmada (Glück vd., 2007;Kösa, 2011;Sharobeam, 2016;Topaloğlu 2011;Turğut, Yenilmez ve Balbağ, 2017), test lise ya da üniversite öğrencilerine uygulanmıştır.…”

Section: Introductionunclassified

Uzamsal Görselleştirme Testinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışmaları

Sütçü¹,

Oral

2019

Kastamonu Eğitim Dergisi

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Bu araştırmada, uzamsal yeteneğin bileşenlerinden biri olan uzamsal görselleştirme becerisini ölçmek için çoktan seçmeli bir test geliştirmek amaçlanmıştır. Testin geliştirilme aşamasında, kapsam geçerliği için uzman görüşü alınmış ve testten altı madde çıkarılarak, 32 maddelik test geçerlik ve güvenirlik çalışmaları için yedinci sınıf öğrencilerine uygulanmıştır. Testin faktör yapısını belirlemek amacıyla maddeler arası Tetrakorik Korelasyon Matrisi üzerinden açımlayıcı faktör analizi gerçekleştirilmiş ve bir madde testten çıkarılarak iki faktörlü bir yapı elde edilmiştir. Daha sonra testin iki faktörlü yapısının bir model olarak doğrulanıp doğrulanmadığını belirlemek için Asimptotik Kovaryans Matrisi ile Ağırlıklı En Küçük Kareler Yöntemi'nden yararlanılarak doğrulayıcı faktör analizi uygulanmıştır. İki madde testten çıkarılıp, kuramsal olarak birbirlerine yakın maddeler arasında modifikasyon yapıldıktan sonra, iki faktörlü yapının yeterli uyum indekslerine sahip olduğu görülmüştür. Kalan 29 madde için madde analizi yapılmış; testin farklı güçlük düzeylerine ve yüksek ayırt ediciliğe sahip maddelerden oluşan, orta güçlükte ve ayırt ediciliği yüksek bir test olduğu ortaya çıkmıştır. Yapılan güvenirlik çalışması ile de testin KR-20 iç tutarlılık açısından güvenilir olduğu tespit edilmiştir.

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Research and Teaching: The Variation in Spatial Visualization Abilities of College Male and Female Students in STEM Fields Versus Non-STEM Fields

Cited by 9 publications

References 0 publications

Spatial Visualization Ability Assessment for Analyzing Differences and Exploring Influencing Factors: Literature Review with Bibliometrics and Experiment

Spatial Visualization Ability Assessment for Analyzing Differences and Exploring Influencing Factors: Literature Review with Bibliometrics and Experiment

Cognitive style and creativity: The role of education in shaping cognitive style profiles and creativity of adolescents

Uzamsal Görselleştirme Testinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışmaları

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