Examining Differences Between Preteen Groups’ Spatial-Scientific Understandings: A Quasi-experimental Study

ABSTRACT

The authors examined differences between 2 groups of students’ spatial-scientific reasoning from pre- to postimplementation of an Earth/Space unit. Using a quasi-experimental design, researchers explored how instructional method and gender affected learning. Treatment teachers employed an integrated science, technology, engineering, and mathematics curriculum while the control teacher implemented her regular Earth/Space unit. The Geometric Spatial Assessment (GSA), the Purdue-Spatial Visualization Rotation Test, and the Lunar Phases Concept Inventory (LPCI) were used to assess learning. Experimental groups made gains on periodicity LPCI domains while the control made gains on geometric spatial visualization LPCI domains. Only girls made gains on GSA items. This is the first quasi-experimental study to examine students’ spatial reasoning as they participate in Earth/Space units and to discover gender's role in this spatial development.

Keywords:

• middle school
• sex differences
• spatial visualization
• STEM integrated curriculum