• Korean Journal of Child Studies
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• v.25 no.6
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• pp.1-13
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• 2004

The purposes of this study were to investigate whether there were differences in the young children's abilities to use spatial coordinates and to represent spatial locations by children's age and sex, and to examine the relationship between these two abilities. It also explored whether the young children could use coordinates as the frames of reference for representing spatial locations. Seventy 5- and 6-year-old children from two kindergartens in Seoul and in Bucheon participated in this study. Results indicated that there were statistically significant differences between age groups on the children's ability to use spatial coordinates and to represent spatial locations. However, there were no significant differences between boys and girls on these two abilities. A positive correlation was found between theses two abilities of using spatial coordinates and representing spatial locations. Most of the young children used landmarks as the frames of reference to represent spatial locations while some of the children were partially able to use spatial coordinates. Twenty percent of 6-year-old children were fully able to use spatial coordinates as the frames of reference to represent spatial locations.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.103-111
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• 1998

The purpose of this study was to investigate the relationship among spatial ability, learning styles, visual-perception- recall abiltiy, and the conceptual construction of the earth and moon's motion. Four paper-and-pencil tests were used to measure students' cognitive variables. Spatial ability was measured by Spatial Visualization Test, visual-perception-recall ability was measured by Rey's Figure which also have used to test visual- perception-recall ability of right-temporal lobes, and VVT were used to investigate students' learning styles. further, the test of concept construction was consisted of 15 items about the earth and moon's motion developed by researcher One hundred and twenty-seven 6th-, one hundred and sixteen 7th-, eighty-seven 9th-grade, ninety-three college students were participated in the investigation of the effects of age and learning style on conceptual construction. In the analysis of students' performances, spatial ability, visual-perception-recall ability, and conceptual achievement showed an increasing pattern with grading. In addition, visual learner's conceptual achievement showed a significantly higher score on conceptual test than verbal learner's(p<0.05). The results of the present study supported tile hypothesis that learning styles would differently influence to learning atmospheric concepts by students'learning styles. This study also indicated to be considered the students' spatial ability in learning atmospheric concepts.

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.649-659
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• 2005

A window presentation style, either tiled window or single page design, determines the spatial arrangement of information in a modern computer-based instructional design. This study investigates the interaction between spatial ability and window presentation style in terms of student's achievement of cognitive knowledge through Web-based instruction. Seventy-one students from the Falk School in Pennsylvania were pre-tested to determine their level of spatial ability, then randomly divided into two treatment groups in order to study a Web-based instructional unit on flowering plants. The Web-based instructional package was organized with either tiled window presentation or single page presentation. A posttest measured participants'acquisition of the instructional content. Posttest and spatial ability test scores were analyzed using multi-variate linear regression for the full sample (n=71) and three sub-samples: (a) 4th and 5th grade students only, (b) female students only, and (c) 4th and 5th grade female students only. The goals of the data analysis included the examination of (i) the correlation between spatial ability and posttest scores; (ii) the correlation between window presentation style and posttest score; and (iii) the interaction between spatial ability (aptitude) and presentation style (treatment).The data from all four sample groups showed a significant relationship between spatial ability and achievement of cognitive knowledge at the 1% level of significance. The aptitude-treatment interaction between spatial ability and style of window presentation was not significant in the full sample, but was significant in the sub-samples either at the 10% or 5% level. In neither the full sample nor any sub-sample data did window presentation style have an impact on average posttest score. In all analyses, the higher the level of spatial ability, the higher the posttest score. The sub-samples revealed that students with low spatial ability performed better with the tiled window presentation, while those with high spatial ability did better with the single page presentation. Neither window presentation style was shown to better foster learning by children of all levels of spatial ability.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.101-122
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• 2016

The purpose of this study is to explore a possibility finding gifted underachievers who have high spatial ability, but low verbal ability in elementary science field. In Korea, because teachers used to refer students' academic achievement only when they recommend gifted students, underachievers used to be excluded. The participants are 5th-grade students in elementary school. In this research, developed teaching materials were given to students to find underachievers. Results of spatial ability test, verbal ability test, science academic achievement, non-verbal test, and interviews about light propagation concept were obtained. By analyzing results of this study, we found that spatial ability is the most important factors to understand light propagation. And there are some features to understand light propagation according to spatial ability. Lastly, this study shows the possibility of non-verbal test to find gifted underachievers with high spatial ability and low verbal ability.

• Journal of Engineering Education Research
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• v.18 no.4
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• pp.34-44
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• 2015

Mathematical, spatial, and verbal abilities are important for future engineers to succeed in the STEM disciplines. The purpose of the study is to assess engineering students' spatial abilities and analyse the relationship with mathematical achievement, verbal achievement, and gender. On the mental rotation tests, 65% of male students demonstrated a substantial level of spatial abilities. But only 30% of female students exhibited spatial skills at the same level as their male colleagues. The correlations between mathematical - spatial - verbal abilities are found to be negligible. When spatial visualization ability was plotted according to the mathematical achievement level, there was no difference in the mean spatial abilities score. But when mathematical achievement score was plotted according to the spatial abilities, there was a noticeable difference. Regression analysis confirmed that female students' mathematical achievement increased as spatial abilities improved. This phenomenon was not observed for male students. It's because male students' spatial ability already contributed to their mathematics achievement. So spatial ability can be regarded as one factor for the gender differences in mathematics achievement. The gender gap on spatial abilities and math achievement is large among high achieving students. For example, there was a 4.3 to 1 male - female ratio and 3.4 to 1 male - female ratio among students scoring 99th percentile in spatial visualization test and scholastic aptitude test-math.

• 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.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.293-306
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• 1999

This study investigated children's spatial skills and short term memory ability based on their practice with computer games. The 40 four-year-old and 40 six-year-old subjects were divided by experimental and control groups. Spatial skills of children were assessed by visual speed, mental rotation, and spatial visualization tasks. Short term memory was measured with a digit span task. Results showed that computer game practice enhanced children's memory ability and spatial skills. Even 4-year-olds performed better on mental rotation and spatial visualization tasks after practice. The treatment effect was significant for visual speed of 6-year-olds, short term memory ability and mental rotation of 4-year-olds, and spatial visualization of both 4- and 6-year-olds.

• Journal of the Korean Data and Information Science Society
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• v.19 no.2
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• pp.505-510
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• 2008

We need to study the various teaching methods to effectively improve children's spatial ability. In this paper, we will study the effects on children's spatial ability of mathematical researching activity using the traditional games in early education.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.217-232
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• 2005

This study examined the effects of an art program based on multiple intelligence theory on children's creativity and spatial ability. The art education program focused on three processes : perception, production and reflection. Subjects were 68 five-year-old children. The experimental design was 'The Untreated Control Group Design with Pretest & Posttest'. ANCOV was employed for statistical analysis. Results were that the children in the experimental group scored significantly higher on creativity and spatial ability than the children in the control group. Results imply that an art education program based on multiple intelligence theory can be an effective teaching model for improving children's creativity and spatial ability.