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首页> 外文期刊>British journal of educational psychology >Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years
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Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years

机译：空间认知和科学成就：内在和外在空间技能从7到11年的贡献

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Background Aims Prior longitudinal and correlational research with adults and adolescents indicates that spatial ability is a predictor of science learning and achievement. However, there is little research to date with primary-school aged children that addresses this relationship. Understanding this association has the potential to inform curriculum design and support the development of early interventions. This study examined the relationship between primary-school children's spatial skills and their science achievement. Method Results Children aged 7-11 years (N = 123) completed a battery of five spatial tasks, based on a model of spatial ability in which skills fall along two dimensions: intrinsic-extrinsic; static-dynamic. Participants also completed a curriculum-based science assessment. Controlling for verbal ability and age, mental folding (intrinsic-dynamic spatial ability), and spatial scaling (extrinsic-static spatial ability) each emerged as unique predictors of overall science scores, with mental folding a stronger predictor than spatial scaling. These spatial skills combined accounted for 8% of the variance in science scores. When considered by scientific discipline, mental folding uniquely predicted both physics and biology scores, and spatial scaling accounted for additional variance in biology and variance in chemistry scores. The children's embedded figures task (intrinsic-static spatial ability) only accounted for variance in chemistry scores. The patterns of association were consistent across the age range. Conclusion Spatial skills, particularly mental folding, spatial scaling, and disembedding, are predictive of 7- to 11-year-olds' science achievement. These skills make a similar contribution to performance for each age group.
机译：背景技术与成年人和青少年的纵向和相关性研究表明空间能力是科学学习和成就的预测因素。但是，与解决这种关系的小学年龄儿童几乎没有研究。了解这一协会有可能通知课程设计并支持提前干预的发展。本研究审查了小学儿童空间技能与科学成就之间的关系。方法结果7-11岁儿童（n = 123）根据空间能力模型完成了五个空间任务的电池，其中技能沿着两个维度：内在外在;静动态。参与者还完成了基于课程的科学评估。控制口头能力和年龄，精神折叠（内在 - 动态空间能力）和空间缩放（外部 - 静态空间能力），每个人都被成为整体科学分数的独特预测因子，精神折叠比空间缩放更强的预测器。这些空间技能相结合占科学成绩方差的8％。当科学纪律考虑时，精神折叠唯一地预测物理和生物学分数，并且空间缩放占化学分数的生物学和方差的额外方差。儿童嵌入式数字（内在静态空间能力）仅占化学分数的差异。关联模式横跨年龄范围一致。结论空间技能，特别是精神上的折叠，空间缩放和脱扣，是预测7至11岁的科学成就。这些技能对每个年龄组的性能进行了类似的贡献。

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