Development of Spatial Abilities of Preadolescents: What Works?

Creation in space and perception of spatial relations are important workplace skills that can be successfully developed in public education through the cooperation of art education, mathematics, and technology, the STEAM model that has been successfully employed in higher education. In a longitudina...

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Bibliographic Details
Published inEducation sciences Vol. 13; no. 3; p. 312
Main Authors Szabó, Tibor, Babály, Bernadett, Pataiová, Helena, Kárpáti, Andrea
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.03.2023
Subjects
Age groups
Analysis
Art education
Career development
Cognition & reasoning
Cognitive Development
Core curriculum
Curriculum Design
Digital technology
Educational Objectives
Educational Research
Educational technology
Engineering
Gender differences
Information technology
Inquiry method
interdisciplinary education
Learning
Learning Processes
longitudinal development
Mathematics
Online education
Public schools
Science education
Skill development
Skills
Spatial Ability
spatial skills
STEAM model
STEM education
Students
Teaching
Technical Education
Visual arts
Hungary
Slovakia
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Summary:Creation in space and perception of spatial relations are important workplace skills that can be successfully developed in public education through the cooperation of art education, mathematics, and technology, the STEAM model that has been successfully employed in higher education. In a longitudinal school-based experiment, we enhanced the spatial skills of preadolescents through a STEAM-based educational programme. To design our methods of intervention in mathematics, visual arts, and information technology, we used the structure of spatial skills identified in previous studies. Developmental methods involved two- and three-dimensional visualisation tasks in real-life and virtual learning environments. We employed a pre- and post-hoc assessment design using a spatial ability task sequence standardised in Hungary that proved to be valid for assessing Slovak students as well. Authentic assessment tasks included real-life situations when visualisations of spatial relations were used for orientation and creation. Pre-test results showed significant differences between school classes: we identified high achievers and middle-to-low achievers. Our developmental programme was aimed at personalised talent development in the high-achieving classes and the general improvement of the performance of low achievers, raising insufficient pre-test results to an average post-test performance.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci13030312