Nội dung được dịch bởi AI, chỉ mang tính chất tham khảo
Đặt không gian: sử dụng góc nhìn định hướng theo chuyên ngành để xem xét kỹ năng tư duy không gian
Tóm tắt
Kỹ năng không gian là một thành phần quan trọng của sự thành công trong các lĩnh vực khoa học, công nghệ, kỹ thuật và toán học (STEM). Đa số những gì chúng ta biết về kỹ năng không gian ngày nay là kết quả của hơn 100 năm nghiên cứu tập trung vào việc hiểu và xác định các loại kỹ năng cấu thành nên bộ kỹ năng này. Trong hai thập kỷ qua, lĩnh vực này đã nhận ra rằng, khác với những kỹ năng không gian được đo lường bằng các bài kiểm tra tâm lý do các nhà nghiên cứu tâm lý học phát triển, các vấn đề không gian mà các chuyên gia STEM phải đối mặt rất đa dạng và nhiều khía cạnh. Do đó, nhiều nhà nghiên cứu tâm lý đã chấp nhận một cách tiếp cận liên ngành để nghiên cứu tư duy không gian với mục tiêu hiểu rõ bản chất của bộ kỹ năng này trong các lĩnh vực STEM. Trong một nỗ lực song song, các nhà nghiên cứu giáo dục dựa vào chuyên ngành, chuyên về các lĩnh vực STEM, đã tập trung nhiều vào việc hiểu cách nâng cao kỹ năng của sinh viên trong việc hoàn thành các nhiệm vụ không gian theo từng lĩnh vực. Trong bài viết này, chúng tôi thảo luận bốn bài học rút ra từ hai chương trình nghiên cứu này để nâng cao hiểu biết của lĩnh vực về tư duy không gian trong các lĩnh vực STEM. Chúng tôi minh họa mỗi đóng góp bằng cách đưa ra các kết quả từ nghiên cứu về ba lĩnh vực STEM khác nhau: địa chất cấu trúc, phẫu thuật và hóa học hữu cơ. Cuối cùng, chúng tôi thảo luận về những tác động tiềm tàng của những đóng góp này đối với giáo dục STEM.
Từ khóa
#Kỹ năng không gian #Tư duy không gian #Giáo dục STEM #Nghiên cứu liên ngành #Tâm lý họcTài liệu tham khảo
Allen, G. L., Kirasic, K. C., Dobson, S. H., Long, R. G., & Beck, S. (1996). Predicting environmental learning from spatial abilities: An indirect route. Intelligence, 22(3), 327–355. https://doi.org/10.1016/S0160-2896(96)90026-4.
Alles, M., & Riggs, E. M. (2011). Developing a process model for visual penetrative ability. Geological Society of America Special Papers, 474, 63–80.
Atit, K., Gagnier, K., & Shipley, T. F. (2015). Student gestures aid penetrative thinking. Journal of Geoscience Education, 63(1), 66–72. https://doi.org/10.5408/14-008.1.
Atit, K., Shipley, T. F., & Tikoff, B. (2013). Twisting space: Are rigid and non-rigid mental transformations separate spatial skills? Cognitive Processing, 14(2), 163–173. https://doi.org/10.1007/s10339-013-0550-8.
Atit, K., Shipley, T. F., & Tikoff, B. (2014). What do a geologist’s hands tell you? A framework for classifying spatial gestures in science education. In D. Montello, K. Grossner, & D. Janelle (Eds.), Space in mind: Concepts for spatial learning and education, (p. 173). Cambridge: MIT Press.
Atit, K., Weisberg, S. M., Newcombe, N. S., & Shipley, T. F. (2016). Learning to interpret topographic maps: Understanding layered spatial information. Cognitive Research: Principles and Implications, 1(1), 2. https://doi.org/10.1186/s41235-016-0002-y.
Barrett, L. F., Lindquist, K. A., & Gendron, M. (2007). Language as context for the perception of emotion. Trends in Cognitive Sciences, 11(8), 327–332. https://doi.org/10.1016/j.tics.2007.06.003.
Bennett, G. K., Seashore, H. G., & Wesman, A. G. (1947). Differential aptitude tests. https://psycnet.apa.org/fulltext/1948-02421-000.pdf.
Bethell-Fox, C. E., & Shepard, R. N. (1988). Mental rotation: Effects of stimulus complexity and familiarity. Journal of Experimental Psychology. Human Perception and Performance, 14(1), 12–23. https://doi.org/10.1037/0096-1523.14.1.12.
Caplan, P. J., MacPherson, G. M., & Tobin, P. (1985). Do sex-related differences in spatial abilities exist? A multilevel critique with new data. The American Psychologist, 40(7), 786–799. https://doi.org/10.1037/0003-066X.40.7.786.
Carbonell Carrera, C., & Saorín Pérez, J. L. (2011). Engineers’ spatial orientation ability development at the European Space for Higher Education. European Journal of Engineering Education, 36(5), 505–512. https://doi.org/10.1080/03043797.2011.602184.
Carbonell-Carrera, C., & Hess-Medler, S. (2017). Spatial orientation skill improvement with geospatial applications: Report of a multi-year study. ISPRS International Journal of Geo-Information, 6(9), 278. https://doi.org/10.3390/ijgi6090278.
Carroll, J. B. (1993). Human cognitive abilities: A urvey of factor-analytic studies. Cambridge: Cambridge University Press.
Chang, K.-T., Antes, J., & Lenzen, T. (1985). The effect of experience on reading topographic relief information: Analyses of performance and eye movements. The Cartographic Journal, 22(2), 88–94. https://doi.org/10.1179/caj.1985.22.2.88.
Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4(1), 55–81.
Cheng, M., & Gilbert, J. K. (2009). Towards a better utilization of diagrams in research into the use of representative levels in chemical education. In J. K. Gilbert, & D. Treagust (Eds.), Multiple representations in chemical education, (pp. 55–73). Dordrecht: Springer Netherlands.
Cheng, Y.-L., & Mix, K. S. (2014). Spatial training improves children’s mathematics ability. Journal of Cognition and Development, 15(1), 2–11. https://doi.org/10.1080/15248372.2012.725186.
Compton, R. R. (1985). Geology in the field. New York: Wiley.
Corey, E. J., & Cheng, X.-M. (1996). The logic of chemical synthesis. Journal of the American Chemical Society, 118, 10678–10678. https://doi.org/10.1021/ja9654443.
Cox, J. W. (1928). Mechanical aptitude, its existence, nature, and measurement. London: Methuen.
Coyan, J., Busch, M., & Reynolds, S. (2010). Using eye tracking to evaluate the effectiveness of signaling to promote disembedding of geologic features in photographs. In Spatial Cognition 2010: Doctoral Colloquium, (p. 15).
Ekstrom, R. B., French, J. W., Harman, H., & Derman, D. (1976). Kit of factor-referenced cognitive tests (revised edition). Princeton: Educational Testing Service.
Eley, M. G. (1981). Imagery processing in the verification of topographical cross-sections. Educational Psychology Review, 1(1), 39–48. https://doi.org/10.1080/0144341810010104.
Eley, M. G. (1983). Representing the cross-sectional shapes of contour-mapped landforms. Human Learning: Journal of Practical Research & Applications, 2(4), 279–294.
Evans, G. W. (1980). Environmental cognition. Psychological Bulletin, 88(2), 259–287. https://doi.org/10.1037/0033-2909.88.2.259.
Eyal, R., & Tendick, F. (2001). Spatial ability and learning the use of an angled laparoscope in a virtual environment. Studies in Health Technology and Informatics, 81, 146–152.
Gagnier, K. M., & Shipley, T. F. (2016). Visual completion from 2D cross-sections: Implications for visual theory and STEM education and practice. Cognitive Research: Principles and Implications, 1(1), 9. https://doi.org/10.1186/s41235-016-0010-y.
Geographic Information Technology Training Alliance (2016). Topographic cartography. http://www.gitta.info/website/en/html/index.html.
Gibbons, R. D., Baker, R. J., & Skinner, D. B. (1986). Field articulation testing: A predictor of technical skills in surgical residents. The Journal of Surgical Research, 41(1), 53–57. https://doi.org/10.1016/0022-4804(86)90008-9.
Gilbert, J. K. (2005). Visualization: A metacognitive skill in science and science education. In J. K. Gilbert (Ed.), Visualization in science education, (pp. 9–27). Dordrecht: Springer Netherlands.
Gilbert, J. K., & Treagust, D. (2009). Multiple representations in chemical education. In J. K. Gilbert, & D. Treagust (Eds.). Dordrecht: Springer.
Gilligan, K., Hodgkiss, A., Thomas, M., & Farran, E. (2017). The role of spatial skills in mathematics cognition: Evidence from children aged 5–10 years. Proceedings of Annual Meeting of the Cognitive Science Society (CogSci 2017). http://epubs.surrey.ac.uk/850194/.
Gobet, F., & Simon, H. A. (1998). Expert chess memory: Revisiting the chunking hypothesis. Memory, 6, 225–255. https://doi.org/10.1080/741942359.
Goldstone, R. L., & Barsalou, L. W. (1998). Reuniting perception and conception. Cognition, 65(2–3), 231–262. https://doi.org/10.1016/S0010-0277(97)00047-4.
Goodwin, W. M. (2008). Structural formulas and explanation in organic chemistry. Foundations of Chemistry, 10(2), 117–127. https://doi.org/10.1007/s10698-007-9033-2.
Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A.-B., & Handelsman, J. (2013). Increasing Persistence of College Students in STEM. Science, 341(6153), 1455–1456.
Guay, R. B. (1977). Purdue spatial visualization test-visualization of rotations. W. Lafayette, IN: Purdue Research Foundation.
Habraken, C. L. (1996) Perceptions of chemistry: Why is the common perception of chemistry, the most visual of sciences, so distorted? Journal of Science Education and Technology, 5(3), 193–201.
Hambrick, D. Z., Libarkin, J. C., Petcovic, H. L., Baker, K. M., Elkins, J., Callahan, C. N., … Ladue, N. D. (2012). A test of the circumvention-of-limits hypothesis in scientific problem solving: The case of geological bedrock mapping. Journal of Experimental Psychology General, 141(3), 397–403. https://doi.org/10.1037/a0025927.
Harle, M., & Towns, M. (2011). A review of spatial ability literature, its connection to chemistry, and implications for instruction. Journal of Chemical Education, 88(3), 351–360. https://doi.org/10.1021/ed900003n.
Hayden, K., Ouyang, Y., Scinski, L., Olszewski, B., & Bielefeldt, T. (2011). Increasing student interest and attitudes in STEM: Professional development and activities to engage and inspire learners. Contemporary Issues in Technology and Teacher Education, 11(1), 47–69.
Hegarty, M., Crookes, R. D., Dara-Abrams, D., & Shipley, T. F. (2010). Do all science disciplines rely on spatial abilities? Preliminary evidence from self-report questionnaires. In Spatial Cognition VII, Lecture Notes in Computer Science, 6222, (pp. 85–94). Berlin: Springer.
Hegarty, M., Keehner, M., Cohen, C., Montello, D. R., & Lippa, Y. (2007). The role of spatial cognition in medicine: Applications for selecting and training professionals. In G. Allen (Ed.), Applied spatial cognition: From research to cognitive technology, (pp. 285–315). Hillsdale: Lawrence Erlbaum.
Hegarty, M., & Waller, D. (2004). A dissociation between mental rotation and perspective-taking spatial abilities. Intelligence, 32(2), 175–191. https://doi.org/10.1016/j.intell.2003.12.001.
Held, R. T., & Hui, T. T. (2011). A guide to stereoscopic 3D displays in medicine. Academic Radiology, 18(8), 1035–1048. https://doi.org/10.1016/j.acra.2011.04.005.
Hemler, D., & Repine, T. (2006). Teachers doing science: An authentic geology research experience for teachers. Journal of Geoscience Education, 54(2), 93–102. https://doi.org/10.5408/1089-9995-54.2.93.
Hickson, T. (2005). Sedimentology and stratigraphy. In Goals database https://serc.carleton.edu/NAGTWorkshops/coursedesign/goalsdb/1396.html.
Holden, M. P., Curby, K. M., Newcombe, N. S., & Shipley, T. F. (2010). A category adjustment approach to memory for spatial location in natural scenes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(3), 590–604. https://doi.org/10.1037/a0019293.
Holden, M. P., Newcombe, N. S., Resnick, I., & Shipley, T. F. (2016). Seeing like a geologist: Bayesian use of expert categories in location memory. Cognitive Science, 40(2), 440–454. https://doi.org/10.1111/cogs.12229.
Huttenlocher, J., Hedges, L. V., & Duncan, S. (1991). Categories and particulars: Prototype effects in estimating spatial location. Psychological Review, 98(3), 352–376. https://doi.org/10.1037/0033-295x.98.3.352.
Ishikawa, T., & Kastens, K. A. (2005). Why some students have trouble with maps and other spatial representations. Journal of Geoscience Education, 53(2), 184–197. https://doi.org/10.5408/1089-9995-53.2.184.
Johnstone, A. H. (1982). Macro and microchemistry. The School Science Review, 64(227), 377–379.
Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7(2), 75–83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x.
Kali, Y., & Orion, N. (1996). Spatial abilities of high-school students in the perception of geologic structures. Journal of Research in Science Teaching, 33(4), 369–391.
Kastens, K. A., Manduca, C. A., Cervato, C., Frodeman, R., Goodwin, C., Liben, L. S., … Titus, S. (2009). How geoscientists think and learn. Eos, Transactions American Geophysical Union, 90(31), 265–266. https://doi.org/10.1029/2009EO310001.
Kastens, K. A., Shipley, T. F., Boone, A. P., & Straccia, F. (2016). What geoscience experts and novices look at, and what they see, when viewing data visualizations. Journal of Astronomy & Earth Sciences Education, 3(1), 27–58.
Keehner, M. M., Tendick, F., Meng, M. V., Anwar, H. P., Hegarty, M., Stoller, M. L., & Duh, Q.-Y. (2004). Spatial ability, experience, and skill in laparoscopic surgery. American Journal of Surgery, 188(1), 71–75. https://doi.org/10.1016/j.amjsurg.2003.12.059.
Keig, P. F., & Rubba, P. A. (1993). Translation of representations of the structure of matter and its relationship to reasoning, gender, spatial reasoning, and specific prior knowledge. Journal of Research in Science Teaching, 30(8), 883–903. https://doi.org/10.1002/tea.3660300807.
Kelly, J. W., McNamara, T. P., Bodenheimer, B., Carr, T. H., & Rieser, J. J. (2008). The shape of human navigation: How environmental geometry is used in maintenance of spatial orientation. Cognition, 109(2), 281–286. https://doi.org/10.1016/j.cognition.2008.09.001.
Kozhevnikov, M., & Hegarty, M. (2001). A dissociation between object manipulation spatial ability and spatial orientation ability. Memory & Cognition, 29(5), 745–756. https://doi.org/10.3758/bf03200477.
Kozhevnikov, M., Hegarty, M., & Mayer, R. (2002). Spatial abilities in problem solving in kinematics. In M. Anderson, B. Meyer, & P. Olivier (Eds.), Diagrammatic representation and reasoning, (pp. 155–171). London: Springer.
Kozma, R., Chin, E., Russell, J., & Marx, N. (2000). The roles of representations and tools in the chemistry laboratory and their implications for chemistry learning. Journal of the Learning Sciences, 9(2), 105–143. https://doi.org/10.1207/s15327809jls0902_1.
Liben, L. S. (1991). The Piagetian water-level task: Looking beneath the surface. In R. Vasta (Ed.), Annals of child development, (vol. 8, pp. 81–143). London: Jessica Kingsley.
Liben, L. S., Kastens, K. A., & Christensen, A. E. (2011). Spatial foundations of science education: The illustrative case of instruction on introductory geological concepts. Cognition and Instruction, 29(1), 45–87. https://doi.org/10.1080/07370008.2010.533596.
Liben, L. S., & Titus, S. J. (2012). The importance of spatial thinking for geoscience education: Insights from the crossroads of geoscience and cognitive science. In K. A. Kastens, & C. A. Manduca (Eds.), Earth and mind II: A synthesis of research on thinking and learning in the geosciences: Geological Society of America special paper, (vol. 486, pp. 51–70). Boulder: Geological Society of America.
Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of sex differences in spatial ability: A meta-analysis. Child Development, 56(6), 1479–1498.
Lohman, D. F. (1988). Spatial abilities as traits, processes, and knowledge. In R. J. Sternberg (Ed.), Advances in the Psychology of Human Intelligence, (vol. 4, pp. 181–248). Mahwah: Lawrence Erlbaum.
Lombardi, C. M., Casey, B. M., Pezaris, E., Shadmehr, M., & Jong, M. (2019). Longitudinal analysis of associations between 3-D mental rotation and mathematics reasoning skills during middle school: across and within genders. Journal of Cognition and Development, 20(4), 487–509. https://doi.org/10.1080/15248372.2019.1614592.
Loomis, J. M., Klatzky, R. L., & Lederman, S. J. (1991). Similarity of tactual and visual picture recognition with limited field of view. Perception, 20(2), 167–177. https://doi.org/10.1068/p200167.
Lowrie, T., & Logan, T. (2018). The interaction between spatial reasoning constructs and mathematics understandings in elementary classrooms. In K. S. Mix, & M. T. Battista (Eds.), Visualizing mathematics: The role of spatial reasoning in mathematical thought, (pp. 253–276). Cham: Springer International. https://doi.org/10.1007/978-3-319-98767-5_12.
Lowrie, T., Logan, T., & Ramful, A. (2016). Spatial reasoning influences students’ performance on mathematics tasks. In White, B., Chinnappan, M., & Trenholm, S. (Eds.). Opening Up Mathematics Education Research, Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia, (pp. 407-414). Adelaide: MERGA. https://eric.ed.gov/?id=ED572328.
Manduca, C. A., & Kastens, K. A. (2012). Geoscience and geoscientists: Uniquely equipped to study Earth. Geological Society of America Special Papers, 486, 1–12.
McGee, M. G. (1979). Human spatial abilities: Psychometric studies and environmental, genetic, hormonal, and neurological influences. Psychological Bulletin, 86(5), 889–918.
McNamara, T. P., & Diwadkar, V. A. (1997). Symmetry and asymmetry of human spatial memory. Cognitive Psychology, 34(2), 160–190. https://doi.org/10.1006/cogp.1997.0669.
Melby-Lervåg, M., Redick, T. S., & Hulme, C. (2016). Working memory training does not improve performance on measures of intelligence or other measures of “far transfer.”. Perspectives on Psychological Science, 11, 512–534. https://doi.org/10.1177/1745691616635612.
Miller, D. I., & Halpern, D. F. (2013). Can spatial training improve long-term outcomes for gifted STEM undergraduates? Learning and Individual Differences. https://www.sciencedirect.com/science/article/pii/S1041608012000386.
Mogk, D. W., & Goodwin, C. (2012). Learning in the field: Synthesis of research on thinking and learning in the geosciences. Geological Society of America Special Papers, 486(0), 131–163.
Moran, J., & Desimone, R. (1985). Selective attention gates visual processing in the extrastriate cortex. Science, 229(4715), 782–784. https://doi.org/10.1126/science.4023713.
National Park Service (2019). Geoscience concepts – Geology. https://www.nps.gov/subjects/geology/geology-concepts.htm. Accessed 7 Aug 2019.
National Research Council (2006). Learning to think spatially. Washington, DC: National Academies Press.
National Research Council (2012a). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
National Research Council (2012b). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. Washington, DC: National Academies Press.
National Science Foundation. (2018). National Science Board: Science & engineering indicators 2018. https://www.nsf.gov/statistics/2018/nsb20181/. Accessed 16 Sep 2019.
Nazareth, A., Newcombe, N. S., Shipley, T. F., Velazquez, M., & Weisberg, S. M. (2019). Beyond small-scale spatial skills: Navigation skills and geoscience education. Cognitive Research: Principles and Implications, 4(1), 17. https://doi.org/10.1186/s41235-019-0167-2.
Newcombe, N., Huttenlocher, J., Sandberg, E., Lie, E., & Johnson, S. (1999). What do misestimations and asymmetries in spatial judgement indicate about spatial representation? Journal of Experimental Psychology. Learning, Memory, and Cognition, 25(4), 986–996. https://doi.org/10.1037/0278-7393.25.4.986.
Newcombe, N. S., & Shipley, T. F. (2015). Thinking about spatial thinking: New typology, new Assessments. In J. Gero (Ed.), Studying visual and spatial reasoning for design creativity, (pp. 179–192). Dordrecht: Springer Netherlands.
Oltman, P. K., Raskin, E., Witkin, H. A., et al. (1971). Group embedded figures test. Palo Alto: Consulting Psychologists Press.
Ormand, C. J., Manduca, C., Shipley, T. F., Tikoff, B., Harwood, C. L., Atit, K., & Boone, A. P. (2014). Evaluating geoscience students’ spatial thinking skills in a multi-institutional classroom study. Journal of Geoscience Education, 62(1), 146–154. https://doi.org/10.5408/13-027.1.
Ormand, C. J., Shipley, T. F., Tikoff, B., Dutrow, B., Goodwin, L. B., Hickson, T., … Resnick, I. (2017). The Spatial Thinking Workbook: A research-validated spatial skills curriculum for geology majors. Journal of Geoscience Education, 65(4), 423–434. https://doi.org/10.5408/16-210.1.
Padalkar, S., & Hegarty, M. (2015). Models as feedback: Developing representational competence in chemistry. Journal of Educational Psychology, 107(2), 451–467.
Paterson, D. G., Elliot, R. M., Anderson, L. D., Toops, H. A., & Heidbreder, E. (1930). Minnesota mechanical ability tests: The report of a research investigation subsidized by the Committee on Human Migrations of the National Research Council and conducted in the Department of Psychology of the University of Minnesota. Minneapolis: University of Minnesota Press.
Petcovic, H. L., & Libarkin, J. C. (2007). Research in science education: The expert-novice continuum. Journal of Geoscience Education, 55(4), 333–339. https://doi.org/10.1080/10899995.2007.12028060.
Petcovic, H. L., Ormand, C. J., & Krantz, B. (2016). Earth, mind, and paper: Field sketches as expert representations of the Hat Creek fault zone. http://archives.datapages.com/data/specpubs/memoir111/data/173_aapg-sp2000173.htm.
Petcovic, H. L., Stokes, A., & Caulkins, J. L. (2014). Geoscientists’ perceptions of the value of undergraduate field education. GSA Today, 24(7), 4–10.
Piaget, J., & Inhelder, B. (1956). The child’s conception of space. London: Routledge & Kegan Paul.
Piburn, M. D., Reynolds, S. J., Leedy, D. E., McAuliffe, C. M., Birk, J. P., & Johnson, J. K. (2002). 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, (pp. 1–4).
Rebelsky, F. (1964). Adult perception of the horizontal. Perceptual and Motor Skills, 19, 371–374. https://doi.org/10.2466/pms.1964.19.2.371.
Redick, T. S., Shipstead, Z., Harrison, T. L., Hicks, K. L., Fried, D. E., Hambrick, D. Z., … Engle, R. W. (2013). No evidence of intelligence improvement after working memory training: A randomized, placebo-controlled study. Journal of Experimental Psychology: General, 142(2), 359–379. https://doi.org/10.1037/a0029082.
Resnick, I., & Shipley, T. F. (2013). Breaking new ground in the mind: An initial study of mental brittle transformation and mental rigid rotation in science experts, Cognitive Processing, 14, 143–152. https://doi.org/10.1007/s10339-013-0548-2.
Reynolds, S. J. (2012). Some important aspects of spatial cognition in field geology. Earth & Mind II: Synthesis of Research on Thinking and Learning in the Geosciences. Geological Society of America Special Publication, 486, 75–78.
Reynolds, S. J., Johnson, J. K., Piburn, M. D., Leedy, D. E., Coyan, J. A., & Busch, M. M. (2005). Visualization in undergraduate geology courses. In J. K. Gilbert (Ed.), Visualization in science education, (pp. 253–266). Dordrecht: Springer Netherlands.
Risucci, D., Geiss, A., Gellman, L., Pinard, B., & Rosser, J. (2001). Surgeon-specific factors in the acquisition of laparoscopic surgical skills. American Journal of Surgery, 181(4), 289–293. https://doi.org/10.1016/s0002-9610(01)00574-8.
Risucci, D. A. (2002). Visual spatial perception and surgical competence. The American Journal of Surgery, 184, 291–295. https://doi.org/10.1016/s0002-9610(02)00937-6.
Shea, D. L., Lubinski, D., & Benbow, C. P. (2001). Importance of assessing spatial ability in intellectually talented young adolescents: A 20-year longitudinal study. Journal of Educational Psychology, 93(3), 604–614. https://doi.org/10.1037/0022-0663.93.3.604.
Shepard, R. N., & Metzler, J. (1971). Mental rotation of three-dimensional objects. Science, 171(3972), 701–703. https://doi.org/10.1126/science.171.3972.701.
Shipley, T. F., & Tikoff, B. (2016). Linking cognitive science and disciplinary geoscience practice: The importance of the conceptual model. http://archives.datapages.com/data/specpubs/memoir111/data/219_aapg-sp2000219.htm.
Sorby, S., Veurink, N., & Streiner, S. (2018). Does spatial skills instruction improve STEM outcomes? The answer is “yes.”. Learning and Individual Differences, 67, 209–222.
Sorby, S. A. (2007). Developing 3D spatial skills for engineering students. Australasian Journal of Engineering Education, 13(1), 1–11. https://doi.org/10.1080/22054952.2007.11463998.
Stieff, M. (2004). A localized model of spatial cognition in chemistry (Doctor of Philosophy, Northwestern University). https://www.researchgate.net/profile/Mike_Stieff/publication/36195953_A_localized_model_of_spatial_cognition_in_chemistry/links/554bb4c70cf29f836c98a58d/A-localized-model-of-spatial-cognition-in-chemistry.pdf.
Stieff, M. (2007). Mental rotation and diagrammatic reasoning in science. Learning and Instruction, 17(2), 219–234. https://doi.org/10.1016/j.learninstruc.2007.01.012.
Stieff, M. (2011). Improving representational competence using molecular simulations embedded in inquiry activities. Journal of Research in Science Teaching, 48(10), 1137–1158. https://doi.org/10.1002/tea.20438.
Stieff, M., Dixon, B. L., Ryu, M., Kumi, B. C., & Hegarty, M. (2014). Strategy training eliminates sex differences in spatial problem solving in a stem domain. Journal of Educational Psychology, 106(2), 390–402. https://doi.org/10.1037/a0034823.
Stieff, M., Lira, M. E., & Scopelitis, S. A. (2016). Gesture supports spatial thinking in STEM. Cognition and Instruction, 34(2), 80–99. https://doi.org/10.1080/07370008.2016.1145122.
Stieff, M., Origenes, A., DeSutter, D., Lira, M., Banevicius, L., Tabang, D., & Cabel, G. (2018). Operational constraints on the mental rotation of STEM representations. Journal of Educational Psychology, 110, 1160–1174. https://doi.org/10.1037/edu0000258.
Stieff, M., & Raje, S. (2010). Expert algorithmic and imagistic problem solving strategies in advanced chemistry. Spatial Cognition and Computation, 10(1), 53–81. https://doi.org/10.1080/13875860903453332.
Stieff, M., & Uttal, D. (2015). How much can spatial training improve STEM achievement? Educational Psychology Review, 27(4), 607–615. https://doi.org/10.1007/s10648-015-9304-8.
Stull, A. T., & Hegarty, M. (2016). Model manipulation and learning: Fostering representational competence with virtual and concrete models. Journal of Educational Psychology, 108(4), 509–527 https://psycnet.apa.org/record/2015-46256-001.
Stull, A. T., Hegarty, M., Dixon, B., & Stieff, M. (2012). Representational translation with concrete models in organic chemistry. Cognition and Instruction, 30(4), 404–434. https://doi.org/10.1080/07370008.2012.719956.
Tarampi, M. R., Atit, K., Petcovic, H. L., Shipley, T. F., & Hegarty, M. (2016). Spatial skills in expert structural geologists. http://archives.datapages.com/data/specpubs/memoir111/data/65_aapg-sp2000065.htm.
Tartre, L. A. (1990). Spatial orientation skill and mathematical problem solving. Journal for Research in Mathematics Education, 21(3), 216–229. https://doi.org/10.2307/749375.
Tendick, F., Downes, M., Goktekin, T., Cavusoglu, M. C., Feygin, D., Wu, X., … Way, L. W. (2000). A virtual environment testbed for training laparoscopic surgical skills. Presence: Teleoperators and Virtual Environments, 9(3), 236–255. https://doi.org/10.1162/105474600566772.
Tewksbury, B. (2019). Structural Geology and Tectonics. Courses. https://serc.carleton.edu/teachearth/courses/231338.html.
Thomas, H., Jamison, W., & Hummel, D. D. (1973). Observation Is Insufficient for Discovering that the Surface of Still Water Is Invariantly Horizontal. Science, 181(4095), 173–174.
Thurstone, L. L., & Thurstone, T. G. (1941). Factorial studies of intelligence. Psychometric Monographs, (vol. 2). Chicago: University of Chicago.
Treagust, D. F., & Chittleborough, G. D. (2001). Chemistry: A matter of understanding representations. In C. Gail, & J. Brophy (Eds.), Subject-specific instructional methods and activities, (vol. 8, pp. 239–267). Bingley: Emerald Group Publishing.
Tversky, B. (1981). Distortions in memory for maps. Cognitive Psychology, 13(3), 407–433. https://doi.org/10.1016/0010-0285(81)90016-5.
Uttal, D. H., & Cohen, C. A. (2012). Spatial thinking and STEM education: When, why, and how? In Psychology of learning and motivation, (vol. 57, pp. 147–181). Amsterdam: Elsevier.
Vandenberg, S. G., & Kuse, A. R. (1978). Mental rotations, a group test of three-dimensional spatial visualization. Perceptual and Motor Skills, 47(2), 599–604. https://doi.org/10.2466/pms.1978.47.2.599.
Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology, 101(4), 817–835. https://doi.org/10.1037/a0016127.
Wanzel, K. R., Hamstra, S. J., Anastakis, D. J., Matsumoto, E. D., & Cusimano, M. D. (2002). Effect of visual-spatial ability on learning of spatially-complex surgical skills. The Lancet, 359(9302), 230–231. https://doi.org/10.1016/S0140-6736(02)07441-X.
Weisberg, S. M., & Newcombe, N. S. (2016). How do (some) people make a cognitive map? Routes, places, and working memory. Journal of Experimental Psychology. Learning, Memory, and Cognition, 42(5), 768–785. https://doi.org/10.1037/xlm0000200.
Weisberg, S. M., Schinazi, V. R., Newcombe, N. S., Shipley, T. F., & Epstein, R. A. (2014). Variations in cognitive maps: Understanding individual differences in navigation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(3), 669–682. https://doi.org/10.1037/a0035261.
Witkin, H. A., Dyk, R. B., Fattuson, H. F., Goodenough, D. R., & Karp, S. A. (1962). Psychological differentiation: Studies of development, (p. 418). New York: Wiley https://psycnet.apa.org/fulltext/1963-00819-000.pdf.
Wu, B., Klatzky, R. L., & Stetten, G. (2010). Visualizing 3D objects from 2D cross sectional images displayed in-situ versus ex-situ. Journal of Experimental Psychology: Applied, 16(1), 45–59. https://doi.org/10.1037/a0018373.
Wu, H.-K., & Shah, P. (2004). Exploring visuospatial thinking in chemistry learning. Science Education, 88(3), 465–492. https://doi.org/10.1002/sce.10126.
