https://madipedia.de/index.php?title=The_Impact_of_Scale_on_Children%27s_Spatial_Thought&feed=atom&action=historyThe Impact of Scale on Children's Spatial Thought - Versionsgeschichte2024-03-28T09:56:24ZVersionsgeschichte dieser Seite in madipediaMediaWiki 1.35.12https://madipedia.de/index.php?title=The_Impact_of_Scale_on_Children%27s_Spatial_Thought&diff=32537&oldid=prevCathleen.heil: Die Seite wurde neu angelegt: „<!-- Dissertationen grundsätzlich mit der folgenden Vorlage "diss" erstellen! --> <!-- Falls Sie weitere Angaben machen möchten, dann bitte im darauf folgend…“2021-07-12T08:33:12Z<p>Die Seite wurde neu angelegt: „<!-- Dissertationen grundsätzlich mit der folgenden Vorlage "diss" erstellen! --> <!-- Falls Sie weitere Angaben machen möchten, dann bitte im darauf folgend…“</p>
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{{diss<br />
| name= Cathleen Heil<br />
| titel = {{PAGENAME}}<br />
| hochschule= Leuphana Universität Lüneburg<br />
| jahr = 2020<br />
| typ = Dissertation<br />
| betreut = Silke Ruwisch<br />
| begutachtet = Silke Ruwisch, Andreas Büchter, Eva Neidhardt<br />
| download =<br />
| sprache = Englisch<br />
| note = <br />
| pruefungam = <br />
| schulart =<br />
| stufe = <br />
| matheduc = <br />
}}<br />
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== Zusammenfassung ==<br />
Children’s thought about space is influenced by their abilities to perceive, encode,<br />
and mentally manipulate spatial relations they experience and explore in everyday<br />
life. Geometry education in primary school aims to support children as they<br />
organize those experiences at an abstract level and develop cognitive abilities to<br />
consciously manipulate spatial information in different spatial settings, that is,<br />
their spatial abilities. Many studies have investigated children’s abilities to mentally<br />
manipulate spatial relations in tabletop settings but not those required when<br />
the self is located or moving in real space. Addressing this gap in the literature,<br />
this study proposes map-based spatial tasks in real space and examines the relations<br />
of individual differences in the corresponding underlying cognitive abilities<br />
used to solve spatial tasks at both scales of space, small-scale and large-scale<br />
spatial abilities, in greater detail.<br />
Using a correlational study design, this study investigates the relation between<br />
performances of 240 fourth graders on a mid-sized German university completing<br />
paper-based tasks in a classroom setting and map-based orientation tasks in a real<br />
space setting. The former test consisted of a subset of tasks that required the<br />
children to mentally manipulate object-based transformations and another asking<br />
the children to transform the imagined self. The latter test mimicked the practical<br />
use of maps such as indicating the direction toward unseen locations, finding<br />
one’s position and viewing direction on the map, or navigating toward a predefined<br />
goal. The test also included tasks without a map that required the children<br />
to make inferences on directions to landmarks from survey knowledge acquired<br />
during movement in space.<br />
Descriptive results revealed that paper-and-pencil tasks requiring multistep<br />
mental transformations of abstract and complex spatial information were appropriate<br />
means to measure individual differences in children’s performances reflecting<br />
small-scale spatial abilities. Moreover, maps were found to be potentially<br />
powerful cognitive tools for teachers and researchers to stimulate and measure<br />
children’s spatial thought in real space. By comparing different models in confirmatory<br />
factor analyses, the study showed that at both scales of space, spatial<br />
abilities should not be treated as an undifferentiated construct but rather be<br />
understood as multidimensional.<br />
The results suggested that a two-factor model distinguishing between object<br />
manipulation and perspective transformation abilities might be an option to model<br />
small-scale spatial abilities. They also confirmed a three-factor model distinguishing<br />
between the abilities to make inferences on directions from survey<br />
knowledge and two subclasses of map use, namely the abilities to transform information<br />
from the map to the referent space, comprehension abilities, and the ones<br />
to use information from the referent space to reason about spatial locations on the<br />
map, production abilities.<br />
The results of multivariate statistical analyses at the manifest and latent level<br />
indicated that children’s spatial abilities at both scales of space are partially but<br />
not fully related. These results specify the degree of overlap between subclasses<br />
of small-scale and subclasses of large-scale spatial abilities, clarify the role<br />
of visuospatial working memory as a mediator when it comes to relations with<br />
abilities to use a map in real space, and emphasize the predictive role of particular<br />
spatial tasks. The results provide new insights regarding the similarities and<br />
differences between both classes of spatial abilities. The findings of this study<br />
contribute to the literature in the study of spatial thought in mathematics education<br />
and provide empirical evidence for the development of pedagogical interventions<br />
both in geometry education and beyond.<br />
<br />
== Auszeichnungen ==<br />
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== Kontext ==<br />
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=== Literatur ===<br />
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=== Links ===<br />
<!-- ggf. Literaturangaben --></div>Cathleen.heil