Extensive research has established that spatial ability is a crucial factor for achieving success in Science, Technology, Engineering, and Mathematics (STEM). However, challenges that educators encounter while teaching spatial skills remain uncertain. The purpose of this study is to develop a research framework that examines the interrelationships, barriers, and enablers amongst various educational components, including schools, teachers, students, classrooms, and training programs, that are encountered when teaching for spatial ability development. A thorough examination of international research, in combination with a detailed review of the primary Science and Mathematics curricula in Ireland, Latvia, Sweden, and the Netherlands, is undertaken to acquire a more concentrated comprehension of the incorporation of spatial components in the curriculum. The review seeks to establish the fundamental factors that enable or hinder teachers in terms of curriculum, pedagogy, pedagogical content knowledge, and spatialized classroom practices.

Computational thinking has been identified as an important approach for enabling students' better comprehension of science concepts as well as scientific procedures. Computation is useful in physics because it permits physics theories to be applied to issues that are complicated to fix analytically. Visual Python provides a 3D environment where learners may design 3D objects, apply a physical framework, and study the effects of altering parameters. The implementation and outcomes of a 6-week teacher-led computational thinking intervention with groups of 12th graders (n=60) are described in this study. Two research questions are being addressed using quantitative analysis and a quasi-experimental approach involving a pre- and post-test. The participants who received the six-week implementation on the experimental group performed significantly better on the post-test than the control group, which received only standard teaching lectures. The results indicated a statistically significant difference in mean scores between the experimental group (M = 24.03, SD = 4.68) and the control group (M = 20.3, SD = 5.38). The findings indicate that implementing computational thinking activities not only improves students' knowledge of physics concepts, but it also improves visual thinking, allowing students to better cognitively comprehend the problem.

This study explores the efficacy of a professional development (PD) model that employs lesson study to teach spatial ability skills in primary STEM education. The structure of the PD supported the ‘Insights’ mechanism by focusing on visualisation, mental rotation, construction and deconstruction, and spatial orientation, which are vital for nurturing students’ spatial abilities. The ‘Motivation’ mechanism was addressed through goal setting in lesson planning, motivating teachers to integrate spatial tasks into their curricula. Continuous feedback and practical support facilitated the ‘Technique’ mechanism, embedding learned skills into everyday teaching practices. Last, the ‘Embed in Practice’ mechanisms, including action planning and prompts, were effectively translated into classroom practices, evidencing the model’s operational efficacy.

Professional development (PD) plays a crucial role in equipping teachers with the necessary knowledge and skills to effectively foster spatial ability among their students. This study aimed to explore the potential of action research as a PD mode for primary school teachers to enhance students’ spatial ability. The findings of this study indicate the positive impact of PD on teachers’ practice, leading to significant improvements in student performance and engagement. The PD program effectively equipped teachers with new knowledge and skills, leading to noticeable progress in their instructional approaches and teaching practices. This research provides a foundation for future studies on PD programs aimed at enhancing students’ spatial ability.

The use of 2D teaching materials and laboratory classes form the gold standard of anatomy education. Students are typically required to extract spatial information from 2D representations (usually pictures or videos) and create mental 3D models; a major cognitive leap that educators underestimate. The purpose of this study was to design and evaluate a 3D dynamic visualization (3D Viz) to improve spatial thinking, and thereby, anatomical learning. The design applied certain features aimed at decreasing cognitive load while learning with the 3D Viz. A user experience approach was initially taken using a cognitive walkthrough and think-aloud protocol to evaluate the 3D Viz. Then an experimental intervention was conducted to compare 3D Viz with comparable 2D teaching materials. Complete data from a total of 22 participants was obtained. The intervention included a survey, learning tasks using 3D or 2D materials, a spatial anatomy test and a measurement of mental workload using the NASA Task Load Index. The results indicated that the overall mental workload did not differ significantly between 3D and 2D groups. However, the 3D group reported better performance and less frustration workload. The 3D group performed better on the spatial anatomy test. We propose that visual chunking was a strategy the 3D group tended to use when working with the learning tasks. Overall, the findings suggest that the 3D Viz can be used to improve spatial thinking and thereby anatomy knowledge. We recommend further investigation of the learning strategies and mechanisms by which 3D Viz in general can provide beneficial outcomes for learners.

Information about the paper titled "A PRELIMINARY STUDY ON SPATIAL ABILITY FOR PRIMARY SCHOOL TEACHERS' PROFESSIONAL DEVELOPMENT" at IATED Digital Library