• Communications of Mathematical Education
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• v.29 no.3
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• pp.553-571
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• 2015

Mathematical, verbal, and spatial abilities are known as three important indicators for the success in the STEM disciplines. In this study, Purdue Spatial Visualization Test-Rotation, College Entrance Scholastic Aptitude Test- Math and Verbal score of engineering freshmen students have been used to find the relationships among these areas. In addition, gender differences in spatial visualization, verbal achievement and mathematical achievement have been investigated, too. In this research, I found that gender difference was highest in spatial visualization ability, followed by verbal achievement and smallest in mathematical achievement. Substantial number of male students possess high level of spatial abilities, but only half of female students were at the same level where their male colleagues were. The correlation between spatial ability and mathematical ability was negligible, contrary to former researches on elementary and middle school students. But the correlation was stronger for female students than male students. The correlation between mathematical achievement and verbal achievement was negative. It reflects the fact that when one section of SAT score is low, score of other sections should be higher to get admitted to college. Gender difference in mathematics was smallest for high achieving spatial ability group. For low spatial ability group gender difference in mathematics achievement has been observed, too. To find the combined contribution of spatial and verbal abilities to mathematics achievement, students were divided into 4 ability groups. Mathematics achievement decreased in the order of (1) high spatial -low verbal group, (2) low spatial - low verbal group, (3) high spatial - high verbal group, (4) low spatial - high verbal group.

• Journal of the Korean earth science society
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• v.31 no.3
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• pp.267-275
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• 2010

The purpose of this study is to investigate student's Acquisition about the conception of the Earth Rotation between difference of their Spatial Sensibility. In this study, four students were selected out of 83 9th graders in Gwangju, Korea. The spatial sensibility test instrument was developed by the Korean Testing Center, and the test instruments of 'the movement of celestial bodies' were developed by Kim (1997). The results were as follows: Students with higher spatial sensibility understood precisely about the Earth's rotation in stereoscopic space. However, those with lower spatial sensibility failed to grasp the Earth's rotation and memorized it as fragmentary concepts. As for gender effect, male student with higher spatial sensibility explained the concepts clearly, while that with lower spatial sensibility has difficulty with the Earth's rotation in relation to the diurnal motion of celestial bodies. On the other hand, female student with higher spatial sensibility explained the concepts correctly in detail, while that with lower spatial sensibility had difficulty explaining the concepts in stereoscopic space. Therefore, students with higher spatial sensibility should be presented with problems in which they form their own solution. Those with lower spatial sensibility should be allowed to understand the phenomena intuitively. In developing teaching methods, female students should interact with the concepts in stereoscopic space directly, while male students should consider the celestial objects from various viewpoints. Then spatial sensibility in relation to the movement of celestial bodies would be expected to improve.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.461-468
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• 2005

The purpose of this study is to investigate the abilities of 6th grade students to assess the relationship between spatial capability, concept of celestial motion, and science process skills, which can help find a better teaching strategy for students in understanding the concept of celestial motion. The results are as follows. First, in terms of level of accomplishment of these three skills, male students show higher level of accomplishment than female students, but significant differences are found. Second, according to the analysis of the effect of spatial capability and concept of the movement of heavenly bodies, the former has a stronger influence on the students' cognition of celestial motion. Minor elements of spatial capability that influence the conception of celestial motion are device analogy, calculation of wood cut, and revolving light. Third, spatial capability is very influential on the level of accomplishment in science process skills. Among the minor elements of spatial capability that is influential to science process skills, calculation of wood cut is the highest, especially when various elements are interactively related to each other.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.390-406
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• 2021

This study investigated how elementary students with different spatial ability constructed spatial thinking process about on volcanoes and earthquakes with GeoMapApp-based materials. Students' spatial thinking process was analyzed in terms of spatial concept recognized, tools of spatial representation, and their spatial reasoning to construct topographic structure. The student group with high-scored spatial ability showed the spatial reasoning based on internal representation of building mental images through sectional division of horizontal distance, directly connected with spatial concept, or distorting spatial concept. The student group with low-scored spatial ability built the spatial reasoning directly connected with spatial concept instead of transforming into internal representation, and partially recognized spatial concept on either distance or depth. Based on the results, we argued identifying spatial concepts such as distance, height, or depth from the GeoMapApp data would be funda- mental for the better spatial thinking.

• Journal of the Korean earth science society
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• v.36 no.3
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• pp.280-299
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• 2015

The purpose of this study was to investigate the effects of an instruction using geologic planar figures on high school students' ability of spatial visualization and geologic spatial ability and also to explore its applicability as an instructional strategy through the investigation of students' perception about the instruction using mixed methodology. For this purpose, we developed 10 planar figures of geologic structures (2 horizontal layers, 2 vertical layers, 4 angular layers, 1 fault, and 1 fold), and tested students' spatial visualization ability and geologic spatial ability before and after the implementation in class. In addition, in order to investigate students' perception on the instruction, we conducted quantitative research using questionnaires comprised of the cognitive and the affective domain, and followed by focus group interview that was conducted to obtain deeper understanding of their perception. Findings revealed that the instruction using geologic planar figures was effective to enhance spatial visualization ability and geologic spatial ability. It was also helpful for students to enhance their ability to perceive the spatial configuration of the geologic structures as well as the ability to penetrate visually into the images of the structures. The results of the students' perception on the instruction showed that the students recognized the instruction using geologic planar figures as a strongly positive teaching method both in the cognitive and affective domain. We concluded that geologic planar figures could be used as an effective tool for the lesson of 'mapping and interpreting of geological map', and be highly applicable for the advanced class in high schools.

• Journal of the Korean earth science society
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• v.33 no.4
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• pp.360-375
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• 2012

The purpose of this study was to compare 10th grade students' understanding of concepts about the plates' motions depending on the different spatial ability. Based on previous studies and literature reviews, two instruments were selected and used in this study. The Spatial Perception Test developed in Korean Testing Center was applied to measure students' spatial ability. Another instrument for testing students' understandings of plates' motions consists of a total of 10 items. The instruments were distributed to 118 students who were 10th graders in metropolitan city. The results are as follows: First, a correlation coefficient between conceptual understanding of plates' motions and spatial ability was r=0.439 (p<.01). It indicates that conceptual plates' motions and spatial ability have a moderate relationship. The students were divided into two groups (high and low) by spatial ability. The independent t-test was performed and reveals that the statistically significant difference between high and low groups. On the other hand, the 6 students (3 higher spatial ability students and 3 lowers) were selected and interviewed individually to find the differences in their understanding of the concept of plates' motions. The findings from interviews indicate that most students recognized about concepts of trench and ocean ridge, a rise and drop of the mantle, and divergent and convergent boundaries. However, students had misconceptions about section of trench and ocean ridge. In addition, the students who had higher spatial ability knew the more proper concepts about the creation and extinction of plate, crustal movements, and bottom of the ocean extension, whereas the students who had the lower spatial ability had misconceptions.

• Korean Journal of Culture and Social Issue
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• v.11 no.4
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• pp.83-95
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• 2005

The purpose of the present study was to investigate the relationship between spatial-erceptual ability and several aspects of driving-related situation awareness(in particular, recognition and prediction). Video clips of real driving were used in both recognition and prediction tasks, and the digit calculation task during driving the simulator was required as the integration task of recognition and prediction. The results showed that the subjects of higher spatial-perceptual ability performed better in recognition task, especially in terms of sensitivity measured in d'(as signal detection theory), prediction task, and digits calculation performance than those of lower spatial-perceptual ability.

• Proceedings of the Korean Association of Geographic Inforamtion Studies Conference
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• 2007.10a
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• pp.221-225
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• 2007

산림은 탄소저장능력이 있어 대표적인 온실가스인 이산화탄소를 저감시킨다. 따라서 산림의 탄소저장능력 특성을 규명하고 그것을 산림경영에 반영함으로써 온실가스 저감이라는 국제적 노력에 동참하는 수단으로 활용할 수 있다. 일반적으로 임분에서의 탄소저장능력(Carbon Storage, CS)은 식생탄소저장능력(Vegetation Carbon Storage, VCS)과 토양탄소저장능력(Soil Carbon Storage, SCS)의 합으로 볼 수 있다. 본 연구에서는 우리나라 대표적인 자생수종인 소나무림 VCS의 공간분포를 지엽적 범위(spot level)에서 광역적 범위(regional level)로 확대하여 그 특성을 규명하는 방법을 제시하고자 한다. 지엽적 범위의 조사 및 연구에서 VCS는 임목의 흉고직경(Diameter at Breast Height)과 밀접한 관계가 있는 것으로 확인되었다. 이러한 관계와 Quickbird 고해상도 위성영상에서 추출한 소나무림 공간분포도를 이용해 경관범위(landscape level)에서 소나무림 탄소저장능력의 공간분포를 추정할 수 있었으며,그 결과를GIS 및 RS를 통해 광역적 범위로 확대하였다.

• Magazine of korean Tunnelling and Underground Space Association
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• v.22 no.2
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• pp.38-45
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• 2020

• Korean Journal of Cognitive Science
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• v.28 no.3
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• pp.149-171
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• 2017

In this research, based on the fact that spatial ability is important for the achievement in the STEM fields, and technological innovation, Purdue Spatial Visualization Test-Rotation has been used to investigate engineering freshmen's spatial ability and gender differences. Students who have taken advanced mathematics courses in high school(those who have taken type B math test in Korean SAT test) and students with general math courses(those who have taken type A in Korean SAT-Math test) are included in this study to find out the relationship between mathematics achievement and spatial ability. Finding out the strategies taken by students was another aim of this study. This strategic differences between high achievers and lower achievers, male and female students were analyzed from students' self report. Spatial ability test score was highest in the SAT-Math type B male students, decreased in the order of type A male students, type B female students, and lastly type A female students. There was no substantial difference between second and third groups. In each group, male students' average score was 8~10% higher than female students, which affirms 2015's results. The correlation between spatial ability and mathematics achievement was negligible in each group, but male students' math score and spatial ability score were higher than that of female students. This can be interpreted that there is some correlation between these two. Strategic choices can vary in the continuous spectrum with analytic method and holistic method at both ends. From students' self report, using Mann-Witney test, it turned out that there exists strategic differences between male and female students. Male students have a tendency to use holistic strategy more often than female students. I also found that the strategy choice did not vary greatly among all score groups. For the perfect score groups, both female and male students used holistic strategy most frequently. For low achieving groups, there is an evidence that these students overuse one method compared to average or high achieving groups, which turned out to be less effective. Based on these, I suggest that low achieving students need to have more chances to adopt efficient strategies and to practice challenging problems to improve their spatial abilities.