The effects of engineering design processes on spatial abilities of middle school students

Yildiz, Sevda Göktepe; Özdemir, Ahmet Şükrü

doi:10.1007/s10798-018-9491-y

Cited by 10 publications

(4 citation statements)

References 25 publications

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“…Chen and Chiu (2016), for example, investigated mathematical literacy with a focus on shapes and spaces. Several research in mathematics education looked into spatial abilities as well (Chou et al, 2017; Goktepe Yildiz & Ozdemir, 2020; Julia & Antoli, 2015). Only Goktepe Yildiz and Ozdemir provided students content‐related support among these studies.…”

Section: Discussionmentioning

confidence: 99%

Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis

Şen

2022

J Res Sci Teach

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Design-based learning (DBL) offers opportunities to support students' content understanding. Previous DBL studies reported different effect sizes by using the data from one participant group. The goal of this study was to conduct a meta-analysis that would give a comprehensive picture of how DBL is connected to student achievement in different disciplines. In addition, we explored the moderators influencing achievement in DBL for K-12 education. After investigating contentrelated gains in our meta-analysis on 37 individual articles with 52 effect sizes, we found that DBL had a positive and large effect (g = 0.602) on achievement in K-12 education, and the effect size for science (g = 0.703) was higher than mathematics (g = 0.418) education. When considering the strong emphasis on science education in different DBL related frameworks and STEM (science, engineering, technology, and mathematics) education studies, this cumulative understanding could play an important role in the difference between science and mathematics. Studies that had control groups in the same school (g = 0.703) had statistically significantly higher effect sizes compared to studies that included control groups from different schools (g = 0.447). Studies with random assignment (g = 0.258) had statistically significantly smaller effect sizes compared to studies with non-random assignment (g = 0.623). In addition, the effect of DBL on

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Section: Discussionmentioning

confidence: 99%

Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis

Şen

2022

J Res Sci Teach

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“…Spatial reasoning embodies a student's adeptness to interpret and integrate multifarious information underpinned by spatial tenets. This cognitive prowess functions as an orchestrated instrument, streamlining the acquisition of information anchored in spatial domains [35]. Moreover, spatial reasoning embraces a comprehensive comprehension of geographical entities, drawing inspiration from conceptual doctrines, symbolic delineations, and the formulation of pioneering premises [36].…”

Section: Spatial Thinking Skillmentioning

confidence: 99%

Spatial Acumen in the Digital Age: The Transformative Power of STEM-Enriched Mobile Textbooks in Geography

Putra,

Sumarmi,

Bachri

et al. 2023

Int. J. Interact. Mob. Technol.

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Integrating technology into learning has become a pivotal necessity in the digital age. This underscores the imperative for educators, serving as facilitators, to organize and implement digital technology within instructional processes adeptly. Central to this application is educators’ perceptions of the utilization of mobile digital textbooks. Crucially, this study, rooted in a qualitative research design, sought to elucidate teachers’ perceptions regarding the employment of the Mobile Digital Textbook, integrated with a STEM approach, to enhance students’ spatial thinking and Higher-Order Thinking Skills (HOTS). Data collection was meticulously executed through semi-structured interviews involving fifteen geography educators from eight East Java, Indonesia, secondary institutions. With the aid of NVIVO software, the data were systematically organized and categorized based on pre-established criteria. The findings revealed a predominantly positive perception among the fifteen participants towards using the Mobile Digital Textbook with the STEM approach in fostering students’ spatial thinking and HOTS. The implications of this research underscore the significance of continuous training and support for educators in assimilating digital technology, particularly mobile digital textbooks, to elevate instructional quality and cultivate students’ advanced cognitive abilities.

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“…Spatial skill is defined as a combination of component abilities, i.e., the ability to imagine the movements of objects, mental rotation, and spatial transformations. Students' spatial abilities can be enhanced through specific educational programs [27]. Engineering design activities can serve to engage students and thereby assist them in developing self-efficiency and an understanding of engineering design processes [28].…”

Section: Related Researchmentioning

confidence: 99%

International Comparative Pilot Study of Spatial Skill Development in Engineering Students through Autonomous Augmented Reality-Based Training

et al. 2020

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Spatial ability is made up of several sub-components, such as the ability to perform mental rotation and object-based transformations. Together with each individual’s attitudes and general skill sets, this specific ability plays an important role in technical professions such as engineering. The components of spatial ability can be enhanced using targeted training or educational programs. This study analyses the levels of spatial skills in first-year engineering students at two universities, one in Spain and one in Peru. The purpose of the study is to establish the extent of symmetry between these study groups in terms of their spatial skills. Initial comparisons indicate that the Peruvian students have a lower level of spatial skill prior to training than their Spanish cohorts. AR-based training delivering representational system content was used with engineering students at both universities to boost spatial abilities. The results obtained indicate the training was effective, as both experimental groups made significant gains in their level of spatial ability. No difference was detected in either experimental group for the variable gender. The comparison of spatial ability gains between both countries is similar, although there is significant difference in the spatial ability component spatial visualization. In this instance, gains in this component were higher amongst the student population in Peru.

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The effects of engineering design processes on spatial abilities of middle school students

Cited by 10 publications

References 25 publications

Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis

Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis

Spatial Acumen in the Digital Age: The Transformative Power of STEM-Enriched Mobile Textbooks in Geography

International Comparative Pilot Study of Spatial Skill Development in Engineering Students through Autonomous Augmented Reality-Based Training

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