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Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe
Temple University and
Spatial Intelligence and Learning Center
Spatial Thinking Is Important in Scientific Thought and Communication
High School Spatial Ability Predicts Later Occupations Wai, Lubinski & Benbow (2009)
Standardized Score
Spatial Thinking Is Malleable
• Meta-analysis shows large training effects, as well as durability and transfer – Uttal, Meadow, Hand, Lewis, Warren, & Newcombe, under review
Improving Spatial Thinking Could Increase Technology-Trained Workforce
Improving Spatial Thinking in Early Informal Education • How should we best enhance spatial learning in children?
– Importance of gesture – Usefulness of analogy – Importance of spatial language – Importance of play
• Puzzle play • Paper folding • Block play
Language in Block Play Contexts Ferrara, Golinkoff, Hirsh-Pasek, Lam & Newcombe (2011), Mind, Brain and Education
Pre-assembled Play Free Play Guided Play
Parental Spatial Language in Four Contexts Ferrara, Golinkoff, Hirsh-Pasek, Lam & Newcombe (2011), Mind, Brain and Education
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Free Play Guided Play CHILDES Control
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Session 1
Teaching Geometric Shapes with Guided Play Fisher, Hirsh-Pasek, Newcombe & Golinkoff (under review)
• Children often see only typical shapes
• Showing a range of shapes helps, especially in a guided play context
Preschoolers Benefit from Visualization Joh, Jaswal & Keen, 2011
• Preschoolers asked to visualize how a ball goes through a tube avoid the “straight down” or gravity error
Improving Spatial Thinking in Formal Education • Two strategies
– Modify the learner – Modify the learning materials
• Meta-analysis (Hoffler, 2010, Ed. Psych. Review) – spatial ability plays an important role in learning from
visualizations (mean effect size r = 0.34) – but is moderated by—at least—two compensating
factors; learners with low spatial ability can be significantly supported by
• a dynamic visualization • as well as a 3d-visualization.
Visual Representations Abound in Science Textbooks
• Diagrams • Photographs • Photomicrographs • Flow charts • Tables • Graphs
1) Would the beam still follow the same path when the plates are charged?
2) What happens to the beam when the plates are charged?
• We have developed a curriculum for teaching diagrammatic reasoning based on teaching conventions of diagrams – Modifying the learner
• We then saw if we could augment this curriculum with – Self-explanation – Student-completed figures
• Visual • Verbal
– Modifying the curriculum (and maybe the learner too)
Can We Teach High School Biology Students to Reason Better with Diagrams?
Teaching Conventions of Diagrams Helps Cromley, Bergey, Fitzhugh, Newcombe, Wills, Shipley, and Tanaka (under review) • Post-test of diagrammatic reasoning • Beginning of year achievement as covariate • Significant time by treatment interaction
• d = .8 treatment • d = .2 control
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• Workbook students increase time spent on the diagram, significantly more so than Demonstration students
• Workbook students maintain time spent on naming and explanatory labels, whereas Demonstration students show significant decrease
Changes in Eye Tracking
How Do We Further Improve Student Comprehension of Diagrams? Cromley, Bergey, Fitzhugh, Newcombe, Wills, Shipley, and Tanaka (under review)
• We compared three augmented packages – Self-Explanation – Student-Completed Figures—Visual – Student-Completed Figures—Verbal
• Assessed effects (pre- to posttest) on – Biology diagram comprehension – Biology knowledge – Geoscience diagram comprehension
• Teacher-delivered in 9th grade biology classes
Self-Explanation
Eu-‐Squeak-‐a! If there are four off-‐spring, there will be one of each combina=on. But what will the fiAh one be like?
Student Completed Figures-Verbal
Student Completed Figures-Visual
Results: Biology Diagrams
d = 0.30* d = 0.32* d = 0.22*
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Results: Biology Knowledge
d = 0.63* d = 0.04 d = 0.68*
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Results: Geoscience Diagrams
d = 0.37* d ~ 0 d = 0.28*
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http://www.spatialintelligence.org
Questions?