Multimedia, Spatial Visualization, and the Earth Science and Space Classroom

2.50
Hdl Handle:
http://hdl.handle.net/11290/607879
Title:
Multimedia, Spatial Visualization, and the Earth Science and Space Classroom
Authors:
Glavich, Carrie M.
Abstract:
It is important that Earth and Space science educators understand how their students develop the ability to visualize three-dimensional (3D) concepts. Without spatial visualization skills, student learning may be limited by incomplete mental models or misconceptions. The purpose of this study is to provide Earth and Space Science instructors with information on what spatial skills that are needed in the classroom can be integrated from outside sources. Two specific questions guided the research: (1) Do spatial skills developed in one academic subject transfer to another academic subject? (2) Do spatial skills developed outside of the classroom via 3D multimedia have a significant impact on performance on academic tasks? Fifty-three students at the University of Texas at Dallas were tested on three types of spatial tasks: spatial rotation ability, geo-spatial penetrative ability, and geometry of the EarthMoon-Sun system. Demographic data collected included academic major, previous coursework in geology and astronomy, and computer usage habits. The computer usage data was divided into three-dimensional multimedia use, and other types of computer use such as word processing and Internet browsing. Results indicate that spatial rotation ability developed through in-class activities of spatially demanding majors can be transferred to new topics regardless of content knowledge. Geosciences and Arts and Technology (ATECH) majors scored significantly better than students from less spatially demanding majors on geo-spatial and spatial rotation tasks. The number of geology courses completed also increased spatial rotation ability. However, spatial rotation and spatially demanding coursework were not related to performance on astronomy questions. This suggests that the type of spatial visualization used to solve this type of astronomy question is not spatial rotation. Additionally, use of 3D multimedia outside of the classroom significantly increased performance on spatial rotation and geospatial tasks, but had no effect on astronomy spatial tasks. Thus, spatial rotation can transfer between academic subjects and from non-academic subjects, and be used to solve some academic tasks. However, spatial rotation is not the only factor that determines success in spatially demanding courses.
Affiliation:
The University of Texas
Issue Date:
2006
URI:
http://hdl.handle.net/11290/607879
Submitted date:
2015-09-29
Document Source:
Dissertation/Thesis
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Quantitative
Learning Environment:
Formal
Subjects:
College Students
Construct:
Content Knowledge Cognitive Processes Spatial Reasoning
Content:
Sun-Earth-Moon (includes Seasons and Lunar Phases)
Nation:
USA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorGlavich, Carrie M.en
dc.date.accessioned2016-05-04T08:56:58Zen
dc.date.available2016-05-04T08:56:58Zen
dc.date.issued2006en
dc.date.submitted2015-09-29en
dc.identifier.urihttp://hdl.handle.net/11290/607879en
dc.description.abstractIt is important that Earth and Space science educators understand how their students develop the ability to visualize three-dimensional (3D) concepts. Without spatial visualization skills, student learning may be limited by incomplete mental models or misconceptions. The purpose of this study is to provide Earth and Space Science instructors with information on what spatial skills that are needed in the classroom can be integrated from outside sources. Two specific questions guided the research: (1) Do spatial skills developed in one academic subject transfer to another academic subject? (2) Do spatial skills developed outside of the classroom via 3D multimedia have a significant impact on performance on academic tasks? Fifty-three students at the University of Texas at Dallas were tested on three types of spatial tasks: spatial rotation ability, geo-spatial penetrative ability, and geometry of the EarthMoon-Sun system. Demographic data collected included academic major, previous coursework in geology and astronomy, and computer usage habits. The computer usage data was divided into three-dimensional multimedia use, and other types of computer use such as word processing and Internet browsing. Results indicate that spatial rotation ability developed through in-class activities of spatially demanding majors can be transferred to new topics regardless of content knowledge. Geosciences and Arts and Technology (ATECH) majors scored significantly better than students from less spatially demanding majors on geo-spatial and spatial rotation tasks. The number of geology courses completed also increased spatial rotation ability. However, spatial rotation and spatially demanding coursework were not related to performance on astronomy questions. This suggests that the type of spatial visualization used to solve this type of astronomy question is not spatial rotation. Additionally, use of 3D multimedia outside of the classroom significantly increased performance on spatial rotation and geospatial tasks, but had no effect on astronomy spatial tasks. Thus, spatial rotation can transfer between academic subjects and from non-academic subjects, and be used to solve some academic tasks. However, spatial rotation is not the only factor that determines success in spatially demanding courses.en
dc.description.provenanceMade available in DSpace on 2016-05-04T08:56:58Z (GMT). No. of bitstreams: 1 517e0b1f-7f00-4753-aa43-0c937e918a47.pdf: 7523278 bytes, checksum: e29549e1b73f20b03f4c1ab0123099e0 (MD5) Previous issue date: 2006en
dc.language.isoEnglish Paperen
dc.titleMultimedia, Spatial Visualization, and the Earth Science and Space Classroomen
dc.typeDissertation/Thesisen
dc.contributor.departmentThe University of Texasen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructContent Knowledge Cognitive Processes Spatial Reasoningen
dc.istar.contentSun-Earth-Moon (includes Seasons and Lunar Phases)en
dc.istar.nationUSAen
dc.istar.empiricalmethodologyQuantitativeen
dc.istar.subjectCollege Studentsen
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