Spatial Foundations of Science Education: The Illustrative Case of Instruction on Introductory Geological Concepts

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  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      43
    • Education Level:
      Higher Education
    • Subject Terms:
      Student Evaluation; Error Patterns; Spatial Ability; Teaching Methods; Science Education; Role; College Students; Scores; Task Analysis; Geology; Maps; Self Concept; Learning Strategies; Gender Differences; Student Behavior; Scientific Concepts; Introductory Courses
    • Accession Number:
      10.1080/07370008.2010.533596
    • ISSN:
      0737-0008
    • Abstract:
      To study the role of spatial concepts in science learning, 125 college students with high, medium, or low scores on a horizontality (water-level) spatial task were given information about geological strike and dip using existing educational materials. Participants mapped an outcrop's strike and dip, a rod's orientation, pointed to a distant building and north, and completed 3-dimensional horizontality and verticality tasks. Many students, particularly those with low water-level scores, experienced difficulty on both field and laboratory tasks and failed to use good field-observation strategies. Error patterns implicated roles of cognitive regularization of the environment, embodied spatial cognition, and map experience. Data relating performance to participants' spatial skills, gender, self-reported confidence in responses, spatial awareness, and strategy use suggest a range of instructional approaches. (Contains 3 tables, 5 footnotes and 14 figures.)
    • Abstract:
      As Provided
    • Number of References:
      56
    • Publication Date:
      2011
    • Accession Number:
      EJ910741