Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
The Relationship Between Pre-service Teachers’ Spatial Experience and Spatial Visualisation at a Rural-based University
African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2021-05-17 , DOI: 10.1080/18117295.2021.1923884
Petrus Jacobus Kok 1
Affiliation  

Over several years, first-year pre-service education students regularly experienced difficulty with engineering graphics activities. Research has already established that these activities require the use of well-developed spatial visualisation which is, for the most part, determined by a persons’ spatial experience. The importance of this study was that very little is known about rural students’ spatial experience; therefore, this quantitative study focused on the relationship between students’ pre-university spatial life experience and spatial visualisation at a South African university in KwaZulu–Natal province. Fifty females and 50 males were randomly selected from a cohort of first-year engineering graphics students. The study was grounded in the socio-cultural learning theory which advances that learning is both a physical and an intellectual activity. Therefore, the assumption was that the nature and repetition of spatial-type life experience have had an impact on the acquisition and retention of spatial visualisation. Following a non-experimental design, two research instruments, a Spatial Experience Questionnaire and a Spatial Visualisation Test, were used to quantify a Spatial Experience score and a Spatial Visualisation score, respectively. Correlation and linear regression were used to investigate the significance of the relationship. Overall, spatial life experience did not have any significant correlation with students’ spatial visualisation; however, within the constructs of spatial activities, playing traditional games and using computers were significant predictors. In contrast to previous studies, sketching was not sufficient evidence to predict spatial visualisation. The study recommends that teachers in spatial visualisation-dependent subjects, such as technology and engineering graphics design, could include games with a strong eye–hand–foot coordination component as well as playing and doing computer-type activities to enhance learners’ spatial visualisation.



中文翻译:

农村大学职前教师空间体验与空间可视化的关系

几年来,第一年的职前教育学生经常遇到工程图形活动的困难。研究已经确定,这些活动需要使用完善的空间可视化,这在很大程度上取决于一个人的空间体验。这项研究的重要性在于,人们对农村学生的空间体验知之甚少;因此,这项定量研究的重点是在夸祖鲁-纳塔尔省的南非大学,学生的大学预科空间生活体验与空间可视化之间的关系。50 名女性和 50 名男性是从一组一年级工程图形学学生中随机选择的。该研究以社会文化学习理论为基础,该理论认为学习既是一种体力活动,也是一种智力活动。因此,假设空间型生活经验的性质和重复对空间可视化的获得和保留产生了影响。遵循非实验设计,两种研究工具,空间体验问卷和空间可视化测试,分别用于量化空间体验分数和空间可视化分数。相关性和线性回归被用来研究这种关系的显着性。总体而言,空间生活体验与学生的空间想象没有任何显着相关性;然而,在空间活动的结构中,玩传统游戏和使用电脑是重要的预测因素。与之前的研究相比,素描并不是预测空间可视化的充分证据。该研究建议,空间可视化相关学科的教师,如技术和工程图形设计,可以包括具有强大眼手脚协调成分的游戏,以及玩和做计算机类型的活动,以提高学习者的空间可视化能力。

更新日期:2021-06-08
down
wechat
bug