EXAMINING THE TWO AND THREE DIMENSIONAL SPATIAL VISUALIZATION SKILLS OF SECONDARY SCHOOL STUDENTS

Abstract

In this research, it is aimed to determine the spatial visualization skills of the secondary school students, evaluate them in terms of some variables, and compare with their achievements of the mathematics and science course. Descriptive and correlational screening models were used in the study. The sample of the research is 506 secondary school students. The Spatial Visualization Test and a personal information form were used. Descriptive statistics, independent sample t-test, one-way analysis of variance and the Spearman-Brown correlation coefficient were used to analyse the data. In the research, spatial visualization skills of the students who took pre-school education were significantly higher than those who did not take. Two dimensional spatial visualization skills of the 8th grade students were found to be significantly higher than the 6th and 7th graders, while the three dimensional spatial visualization skills of the 7th and 8th graders were significantly higher than the 6th grade students. In addition, spatial visualization skills of secondary school students who play geometric-mechanical intelligence games and computer games are significantly higher than those who do not play these games. Positive and significant relationship was found between spatial visualization skills of secondary school students and their accomplishment in mathematics and sciences.

Keywords

• spatial visualization,geometric-mechanical intelligence games,computer games,mathematics

ORTAOKUL ÖĞRENCİLERİNİN İKİ VE ÜÇ BOYUTLU UZAMSAL GÖRSELLEŞTİRME BECERİLERİNİN İNCELENMESİ

Abstract

Bu araştırmada ortaokul öğrencilerinin uzamsal görselleştirme becerilerini belirlemek; bazı değişkenler açısından değerlendirmek; matematik ve fen dersi başarıları ile karşılaştırmak amaçlanmıştır. Araştırma betimsel ve ilişkisel araştırma niteliğindedir. Araştırmanın örneklemini, 506 ortaokul öğrencisi oluşturmaktadır. Araştırmada kişisel bilgi formu ve Uzamsal Görselleştirme Testi kullanılmıştır. Verilerin analizinde betimsel istatistikler, bağımsız örneklem t-testi, tek yönlü varyans analizi ve Spearman Brown korelâsyon katsayısı kullanılmıştır. Araştırmada okul öncesi eğitimi alan öğrencilerin uzamsal görselleştirme becerileri almayanlara göre anlamlı düzeyde daha yüksek çıkmıştır. 8. sınıf öğrencilerinin iki boyutlu uzamsal görselleştirme becerilerinin 6. ve 7. sınıflara göre; 7. ve 8. sınıf öğrencilerinin üç boyutlu uzamsal görselleştirme becerilerinin ise 6. sınıflara göre anlamlı düzeyde daha yüksek olduğu tespit edilmiştir. Ayrıca geometrik-mekanik zekâ oyunları ve bilgisayar oyunlarını oynayan öğrencilerin uzamsal görselleştirme becerilerinin oynamayanlara göre anlamlı düzeyde daha yüksek olduğu belirlenmiştir. Dahası, ortaokul öğrencilerinin uzamsal görselleştirme becerileri ile matematik ve fen dersi başarıları arasında pozitif ve anlamlı bir ilişki bulunmuştur.

Keywords

• uzamsal görselleştirme,geometrik-mekanik zeka oyunları,bilgisayar oyunları,matematik

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