Effects of Spatial Skill Training on Children’s Learning Outcomes
DOI:
https://doi.org/10.6093/2284-0184/7621Keywords:
spatial education; spatial skills training; basic logic theory; basic logical processing; cognitive processing.Abstract
This paper investigates in different environmental contexts the role of spatial skills training to improve perceptual/abstract and implicit/explicit processing of learners aged 9 to 11 years old. Learners performed in intrinsic static and dynamic spatial tasks involving basic logical processing, and comprehension, representation, and association. Participants were 63 students of two schools of Naples, Italy, different from a sociocultural and economic point of view. Research activities were spatial sequencing, spatial proportions, and association of numbers to geometric shapes; recognizing and isolating geometric shapes; linguistic categories and spatial relations. Quantitative and qualitative results showed statistically significantly differences only in the performances of socioeconomic status students (SES). Aspects which could have affected SES’s learning performance are contextual scaffolding to spatial education, self-efficacy, and motivation to learn using spatial skills.
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