Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years.

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Abstrakt

Tytuł:: Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years.
Autorzy:: Hodgkiss A; UCL Institute of Education, University of London, UK.
Gilligan KA; UCL Institute of Education, University of London, UK.
Tolmie AK; UCL Institute of Education, University of London, UK.
Thomas MSC; Birkbeck College, London, UK.
Farran EK; UCL Institute of Education, University of London, UK.
Źródło:: The British journal of educational psychology [Br J Educ Psychol] 2018 Dec; Vol. 88 (4), pp. 675-697. Date of Electronic Publication: 2018 Jan 22.
Typ publikacji:: Journal Article
Język:: English
Imprint Name(s):: Publication: <2012-> : Chichester : Wiley-Blackwell
Original Publication: Edinburgh : Scottish Academic Press
MeSH Terms:: Academic Success*
Child Development/*physiology
Science/*education
Space Perception/*physiology
Spatial Navigation/*physiology
Child ; Female ; Humans ; Male ; Schools ; Students
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Grant Information:: Bloomsbury Colleges PhD Scholarship Programme; Economic and Social Research Council
Contributed Indexing:: Keywords: development; science; science, technology, engineering, and mathematics; spatial cognition
Entry Date(s):: Date Created: 20180124 Date Completed: 20190214 Latest Revision: 20231004
Update Code:: 20240105
PubMed Central ID:: PMC6283002
DOI:: 10.1111/bjep.12211
PMID:: 29359476
: Czasopismo naukowe

Pełny tekst

Background: Prior longitudinal and correlational research with adults and adolescents indicates that spatial ability is a predictor of science learning and achievement. However, there is little research to date with primary-school aged children that addresses this relationship. Understanding this association has the potential to inform curriculum design and support the development of early interventions.
Aims: This study examined the relationship between primary-school children's spatial skills and their science achievement.
Method: Children aged 7-11 years (N = 123) completed a battery of five spatial tasks, based on a model of spatial ability in which skills fall along two dimensions: intrinsic-extrinsic; static-dynamic. Participants also completed a curriculum-based science assessment.
Results: Controlling for verbal ability and age, mental folding (intrinsic-dynamic spatial ability), and spatial scaling (extrinsic-static spatial ability) each emerged as unique predictors of overall science scores, with mental folding a stronger predictor than spatial scaling. These spatial skills combined accounted for 8% of the variance in science scores. When considered by scientific discipline, mental folding uniquely predicted both physics and biology scores, and spatial scaling accounted for additional variance in biology and variance in chemistry scores. The children's embedded figures task (intrinsic-static spatial ability) only accounted for variance in chemistry scores. The patterns of association were consistent across the age range.
Conclusion: Spatial skills, particularly mental folding, spatial scaling, and disembedding, are predictive of 7- to 11-year-olds' science achievement. These skills make a similar contribution to performance for each age group.
(© 2018 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

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