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

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Title: Spatial Foundations of Science Education: The Illustrative Case of Instruction on Introductory Geological Concepts
Language: English
Authors: Liben, Lynn S., Kastens, Kim A., Christensen, Adam E.
Source: Cognition and Instruction. 2011 29(1):45-87.
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
Physical Description: PDF
Page Count: 43
Publication Date: 2011
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: 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
DOI: 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.)
Abstractor: As Provided
Number of References: 56
Entry Date: 2011
Accession Number: EJ910741
Database: ERIC
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  Data: Spatial Foundations of Science Education: The Illustrative Case of Instruction on Introductory Geological Concepts
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  Data: 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
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  Data: 10.1080/07370008.2010.533596
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  Data: 0737-0008
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  Data: 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.)
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Error Patterns
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      – TitleFull: Spatial Foundations of Science Education: The Illustrative Case of Instruction on Introductory Geological Concepts
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