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

Yıl 2021, , 427 - 448, 23.08.2021

Neşe Dokumacı Sütçü

https://doi.org/10.37669/milliegitim.737639

Cited By: 2

Öz

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.

Anahtar Kelimeler

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

ORTAOKUL ÖĞRENCİLERİNİN İKİ VE ÜÇ BOYUTLU UZAMSAL GÖRSELLEŞTİRME BECERİLERİNİN İNCELENMESİ

Öz

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.

Anahtar Kelimeler

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

Kaynakça

• Battista, M. T. (1990). Spatial visualization and gender differences in high school geometry. Journal for Research in Mathematics Education, 21 (3), 47-60.
• Battista, M. T., Wheatley, G. H., & Talsma, G. (1982). The importance of spatial visualization and cognitive development for geometry learning in preservice elementary teachers. Journal for Research in Mathematics Education, 13, 332–340.
• Bishop, A. J. (1980). Spatial abilities and mathematics education-A review. Educational Studies in Mathematics, 11(3), 257-269.
• Boakes, N. J. (2009). Origami instruction in the middle school mathematics classroom: Its impact on spatial visualization and geometry knowledge of students. RMLE Online, 32(7), 1-12.
• Bosnyak, A., & Nagy-Kondor, R. I. T. A. (2008). The spatial ability and spatial geometrical knowledge of university students majored in mathematics. Acta Didactica Universitatis Comenianae, 8, 1-25.
• Buyukozturk, S. (2011). Data analysis handbook for social science. Ankara, Turkey: Pegem Academy Publishing.
• Caldera, Y. M., Mc Culp, A., O'Brien, M., Truglio, R. T., Alvarez, M., & Huston, A. C. (1999). Children's play preferences, construction play with blocks, and visual-spatial skills: Are they related? International Journal of Behavioral Development, 23(4), 855-872.
• Clements, D. H., & Sarama, J. (2011). Early childhood teacher education: The case of geometry. Journal of Mathematics Teacher Education, 14(2), 133–148.
• Cilingir Altiner, E. (2018). Relationship between spatial thinking and puzzle games of elementary school students. International Online Journal of Educational Sciences, 10(1), 1-13.
• De Lisi, R., & Wolford, J. L. (2002). Improving children’s mental rotation accuracy with computer game playing. The Journal of Genetic Psychology, 163, 272-282.
• Demirkaya, C., & Masal, M. (2017). The effect of geometric-mechanic games based activities on the spatial skills of secondary school students. Sakarya University Journal of Education, 7(3), 600-610.
• Devecioglu, Y., & Karadag, Z. (2014). Evaluation of mind puzzle course at the context of goals, expectations and recommendations. Bayburt Education Faculty Journal, 9(1), 41-61.
• Dokumaci-Sutcu, N. (2017). The effects of mind games on secondary school 7th grade students’ spatial abilities and spatial ability self-reports. Unpublished doctoral dissertation. Dicle University, Diyarbakir.
• Fennema, E., & Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization and affective factors. American Educational Research Journal, 14(1), 51-71.
• Gurbuz, R., Erdem, E., & Gulburnu, M. (2018). The relationship between mathematical reasoning and spatial ability of eighth grade students. Kastamonu Education Journal, 26(1), 1-6.
• Hartman, N. W., & Bertoline, G. R. (2005, July). Spatial abilities and virtual technologies: Examining the computer graphics learning environment. In Information Visualization, Proceedings. Ninth International Conference on (pp. 992-997). IEEE.
• Jirout, J. J., & Newcombe, N. S. (2014). Mazes and maps: Can young children find their way? Mind, Brain, and Education, 8(2), 89-96.
• Jirout, J. J., & Newcombe, N. S. (2015). Building blocks for developing spatial skills: Evidence from a large, representative US sample. Psychological science, 26(3), 302-310.
• Lin, C. H., & Chen, C. M. (2016). Developing spatial visualization and mental rotation with a digital puzzle game at primary school level. Computers in Human Behavior, 57, 23-30.
• Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of gender differences in spatial abilities: A meta-analysis. Child Development, 56, 1479-1498.
• Martin-Dorta, N., Sanchez-Berriel, I., Bravo, M., Hernandez, J., Saorin, J. L., & Contero, M. (2014). Virtual blocks: A serious game for spatial ability improvement on mobile devices. Multimedia Tools and Applications, 73(3), 1575-1595.
• Mathewson, J. H. (1999). Visual-spatial thinking: An aspect of science overlooked by educators. Science Education, 83(1), 33-54.
• Morris, S. W. (2018). The effect of gender on spatial ability and spatial reasoning among students in grades 2-8. Unpublished doctoral dissertation. Liberty University, Lynchburg, VA.
• Pellegrino, J. W., Alderton, D. L., & Shute, V. J. (1984). Understanding spatial ability. Educational Psychologist, 19(4), 239-253.
• Piburn, M. D., Reynolds, S. J., Leedy, D. E., McAuliffe, C. M., Birk, J. P., & Johnson, J. K. (2002, April). The hidden Earth: Visualization of geologic features and their subsurface geometry. In annual meeting of the National Association for Research in Science Teaching, New Orleans, LA (pp. 1-4).
• Pittalis, M., & Christou, C. (2010). Types of reasoning in 3D geometry thinking and their relation with spatial ability. Educational Studies in Mathematics, 75(2), 191-212.
• Rafi, A., Samsudin, K. A., & Said, C. S. (2008). Training in spatial visualization: The effects of training method and gender. Educational Technology & Society, 11(3), 127-140.
• Rittle-Johnson, B., Zippert, E. L., & Boice, K. L. (2018). The roles of patterning and spatial skills in early mathematics development. Early Childhood Research Quarterly.
• Sjölinder, M. (1998). Spatial cognition and environmental descriptions. In N. Dahlbäck (Ed.), Exploring Navigation: Towards a Framework for Design and Evaluation of Navigation in Electronic Spaces (pp. 46-58).
• Suppiah, K. (2005). Improving and identifying the spatial visualization ability of students. ITE Teachers’ Conference: Hands, Minds & Hearts on Technical Education for the ITE Advantage, Singapore.
• Tam, Y. P., Wong, T. T. Y., & Chan, W. W. L. (2018). The relation between spatial skills and mathematical abilities: The mediating role of mental number line representation. Contemporary Educational Psychology.
• Tartre, L. A. (1990). Spatial orientation skill and mathematical problem solving. Journal for Research in Mathematics Education, 21, 216– 229.
• Terlecki, M. S., Newcombe, N. S., & Little, M. (2008). Durable and generalized effects of spatial experience on mental rotation: Gender differences in growth patterns. Applied Cognitive Psychology, 22(7), 996-1013.
• Topraklıkoğlu, K., & Öztürk, G. (2019). Seventh Grade Students' Spatial Ability and Their Attitudes Towards Geometry. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 13(2), 564-587.
• Tracy, D. M. (1990). Toy playing behaviour, sex role orientation, spatial ability and science achievement. Journal for Research in Science Teaching, 27, 637–649.
• Turgut, I. G., & Turgut, S. (2018). The effects of visualization on mathematics achievement in reference to thesis studies conducted in Turkey: A meta-analysis. Universal Journal of Educational Research, 6(5), 1094-1106.
• Turgut, M. (2007). Investigation of primary 6, 7 and 8 grade students’ spatial ability. Unpublished master dissertation. Dokuz Eylul University, Izmir.
• Turgut, M., & Yilmaz, S. (2012). Investigation of 7th and 8th grade students’ spatial ability. Dicle University Ziya Gokalp Education Faculty Journal, 19, 69-79.
• Yuksel, N. S., & Bulbul, A. (2014). Test development study on the spatial visualization. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 8(2), 124-142.