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: | |
| 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 |
| 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.) |
|---|---|
| ISSN: | 0737-0008 |
| DOI: | 10.1080/07370008.2010.533596 |
