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dc.contributor.advisorHall-Wallace, Michelleen_US
dc.contributor.authorBaldwin, Tammy Katherine*
dc.date.accessioned2012-10-17T22:39:02Z
dc.date.available2012-10-17T22:39:02Z
dc.date.issued2003
dc.identifier.urihttp://hdl.handle.net/10150/249233
dc.description.abstractWe designed an experiment to evaluate change in students' spatial skills as a result of specific interventions. Our test subjects included high school students in earth science classes, college level non-science majors enrolled in large enrollment introductory geoscience courses and introductory level geoscience students. All students completed spatial tests to measure their ability to mentally rotate three-dimensional objects and to construct a three-dimensional object from a two-dimensional representation. Results show a steady improvement in spatial skills for all groups. They also indicate that students choosing science majors typically have much higher spatial skills as they enter college. Specific interventions to improve spatial skills included having a subgroup of the non-science majors and high school students complete a suite of Geographic Information System (GIS) activities. The intervention at the high school level was more extensive and resulted in significant improvements in both categories of spatial ability. At the college level, the non-science majors that received the intervention showed no significant difference from those that did not, probably because the time spent on the intervention was too short. The geoscience majors had nearly three times the improvement of non-science majors in both categories of spatial ability attributed to hands-on weekly laboratory experiences. These results reveal a wide range of abilities among all groups of students, and suggest that we evaluate teaching strategies in all courses to ensure that students can interpret and understand the visual imagery used in lectures.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the Antevs Library, Department of Geosciences, and the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author or the department.en_US
dc.subjectcognitionen_US
dc.subjectcollege-level educationen_US
dc.subjectconceptsen_US
dc.subjectdevelopmenten_US
dc.subjecteducationen_US
dc.subjectgeographic information systemsen_US
dc.subjectgeologyen_US
dc.subjecthigh schoolen_US
dc.subjectinformation systemsen_US
dc.subjectK-12 educationen_US
dc.subjectpracticeen_US
dc.subjectspatial variationsen_US
dc.titleSpatial Ability Development in the Geosciencesen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.contributor.chairHall-Wallace, Michelleen_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.contributor.committeememberWallace, Terry C.en_US
dc.contributor.committeememberButler, Roberten_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineGeosciencesen_US
thesis.degree.nameM.S.en_US
dc.description.noteAntevs Libraryen_US
dc.description.collectioninformationThis item is part of the Geosciences Theses collection. It was digitized from a physical copy provided by the Antevs Library, Department of Geosciences, University of Arizona. For more information about items in this collection, please email the Antevs Library, antevs@geo.arizona.edu.en_US
dc.contributor.creatorBaldwin, Tammy Katherineen_US
dc.identifier.georef2008-068554
refterms.dateFOA2018-08-15T06:55:52Z
html.description.abstractWe designed an experiment to evaluate change in students' spatial skills as a result of specific interventions. Our test subjects included high school students in earth science classes, college level non-science majors enrolled in large enrollment introductory geoscience courses and introductory level geoscience students. All students completed spatial tests to measure their ability to mentally rotate three-dimensional objects and to construct a three-dimensional object from a two-dimensional representation. Results show a steady improvement in spatial skills for all groups. They also indicate that students choosing science majors typically have much higher spatial skills as they enter college. Specific interventions to improve spatial skills included having a subgroup of the non-science majors and high school students complete a suite of Geographic Information System (GIS) activities. The intervention at the high school level was more extensive and resulted in significant improvements in both categories of spatial ability. At the college level, the non-science majors that received the intervention showed no significant difference from those that did not, probably because the time spent on the intervention was too short. The geoscience majors had nearly three times the improvement of non-science majors in both categories of spatial ability attributed to hands-on weekly laboratory experiences. These results reveal a wide range of abilities among all groups of students, and suggest that we evaluate teaching strategies in all courses to ensure that students can interpret and understand the visual imagery used in lectures.


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