2.50
Hdl Handle:
http://hdl.handle.net/11290/608051
Title:
PICTURE IT: VISUAL-SPATIAL TEACHING TO IMPROVE SCIENCE LEARNING
Authors:
Brokaw, Jodi Lyn
Abstract:
All students do not learn by the same means, but rather, each student has their own way of learning. They may incorporate more than one learning style to best suit their needs, but prefer one style instead of another. The purpose of this study was to evaluate whether integrating a visual-spatial teaching style would improve student test scores in the classroom and if they would retain the new content. Visual-spatial activities were incorporated into the lessons on a daily basis to support the learning of vocabulary. The research also allowed for the identification of students who preferred this learning style rather than other styles of learning. Assessments and student interviews were used to determine whether this style of learning was effective in the classroom. A comparison of the data showed an increase in test scores from the pre-test to the post-tests. Student interviews reported that they preferred learning with the visual-spatial strategies.
Affiliation:
Montana State University
Issue Date:
2012
URI:
http://hdl.handle.net/11290/608051
Submitted date:
2016-02-29
Document Source:
Dissertation/Thesis
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Quantitative
Learning Environment:
Formal
Subjects:
Elementary Students
Construct:
Content Knowledge Affective Belief/Identity Motivation/Attitude Spatial Reasoning
Content:
General/Broad Knowledge of Astronomy Content
Specific Interests:
Multicultural/Indigenous Low Socioeconomic Status
Nation:
USA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorBrokaw, Jodi Lynen
dc.date.accessioned2016-05-04T09:00:52Zen
dc.date.available2016-05-04T09:00:52Zen
dc.date.issued2012en
dc.date.submitted2016-02-29en
dc.identifier.urihttp://hdl.handle.net/11290/608051en
dc.description.abstractAll students do not learn by the same means, but rather, each student has their own way of learning. They may incorporate more than one learning style to best suit their needs, but prefer one style instead of another. The purpose of this study was to evaluate whether integrating a visual-spatial teaching style would improve student test scores in the classroom and if they would retain the new content. Visual-spatial activities were incorporated into the lessons on a daily basis to support the learning of vocabulary. The research also allowed for the identification of students who preferred this learning style rather than other styles of learning. Assessments and student interviews were used to determine whether this style of learning was effective in the classroom. A comparison of the data showed an increase in test scores from the pre-test to the post-tests. Student interviews reported that they preferred learning with the visual-spatial strategies.en
dc.description.provenanceMade available in DSpace on 2016-05-04T09:00:52Z (GMT). No. of bitstreams: 1 b570bd6c-6cb8-4000-b731-544ed63efbbc.pdf: 1883193 bytes, checksum: c576d50a571996174f7a687b71b545b7 (MD5) Previous issue date: 2012en
dc.language.isoEnglish Paperen
dc.titlePICTURE IT: VISUAL-SPATIAL TEACHING TO IMPROVE SCIENCE LEARNINGen
dc.typeDissertation/Thesisen
dc.contributor.departmentMontana State Universityen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructContent Knowledge Affective Belief/Identity Motivation/Attitude Spatial Reasoningen
dc.istar.contentGeneral/Broad Knowledge of Astronomy Contenten
dc.istar.specificinterestsMulticultural/Indigenous Low Socioeconomic Statusen
dc.istar.nationUSAen
dc.istar.empiricalmethodologyQuantitativeen
dc.istar.subjectElementary Studentsen
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