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Spatial Foundations of Science Education: The Illustrative Case of Instruction on Introductory Geological Concepts
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- Author(s): Liben, Lynn S.; Kastens, Kim A.; Christensen, Adam E.
- Language:
English- Source:
Cognition and Instruction. 2011 29(1):45-87.- Physical Description:
PDF- Publication Date:
2011- Document Type:
Journal Articles
Reports - Evaluative - Language:
- 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:
- 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
- Availability:
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