The use of graphs, diagrams, equations, prototypes, manipulatives, simulations, and other forms of conceptual models provide teachers and students with tools that can enhance the learning experience in advanced science classes. At first glance, it would seem that achievement in science should directly correlate with mathematics achievement because of the mathematics skills often needed to construct graphs or solve mathematical equations common in physical science disciplines. Upon further study, it seems the mathematical ability specifically related to geometry, scale, and orientation are most likely to accurately predict achievement in science classes like physics and chemistry (Pallrand & Seeber, 1984). It seems a student’s spatial ability
…show more content…
Through a test-retest design, one psychology-based research study investigated performance solving problems involving spatial coordinates so that a relationship between FDI and the ability to make accurate predictions about spatial coordinates could be established (Hicks & Lindgren, 1985). Most interestingly, the study utilized two instruments to assess FDI. A variation of the Group Embedded Figures Test was used to account for student FI tendencies, while an object placement test was used to indirectly measure a participant’s FD level as well as spatial coordinate judgement. The authors found that the scores on the GEFT and object placement test had a negative correlation, as they expected (Hicks & Lindgren, 1985). The authors concluded that while life experiences and practice with visual representations might influence they ability to successful orient shapes and objects within an image, FDI and spatial ability were closely linked to one …show more content…
Lee, Cheng, Rai, & Depickere (2005) studied first-year undergraduate students enrolled in an information technology course purposed with introducing students to multimedia found on the internet, and the uses of that media in student-created simulations, animations, and videos. The methods were repeated for three consecutive years. A total of 217 students participate in the study over its three years, and FDI was determined through a questionnaire developed from characteristics of FD and FI traits, and other characteristics related to learning approaches and the level of control learners have over their own learning experiences were also measured. Additionally each participant’s approaches to and comfort level with the use of multiple tools (i.e. website links) for learning. The authors determined at FD learners approach using tools in the hypermedia environment globally, and navigate hypermedia environments through a highly supported linear progression, while FI learners are better able to analyze information presented to them and prefer to use an index over a map to progress through the hypermedia environment. FI learners will rely on nonlinear approaches to navigate hypermedia environments, and feel comfortable and confident doing so (Lee, Cheng, Rai, & Depickere, 2005). Through correlation studies and tree-regression techniques, the
Through a test-retest design, one psychology-based research study investigated performance solving problems involving spatial coordinates so that a relationship between FDI and the ability to make accurate predictions about spatial coordinates could be established (Hicks & Lindgren, 1985). Most interestingly, the study utilized two instruments to assess FDI. A variation of the Group Embedded Figures Test was used to account for student FI tendencies, while an object placement test was used to indirectly measure a participant’s FD level as well as spatial coordinate judgement. The authors found that the scores on the GEFT and object placement test had a negative correlation, as they expected (Hicks & Lindgren, 1985). The authors concluded that while life experiences and practice with visual representations might influence they ability to successful orient shapes and objects within an image, FDI and spatial ability were closely linked to one …show more content…
Lee, Cheng, Rai, & Depickere (2005) studied first-year undergraduate students enrolled in an information technology course purposed with introducing students to multimedia found on the internet, and the uses of that media in student-created simulations, animations, and videos. The methods were repeated for three consecutive years. A total of 217 students participate in the study over its three years, and FDI was determined through a questionnaire developed from characteristics of FD and FI traits, and other characteristics related to learning approaches and the level of control learners have over their own learning experiences were also measured. Additionally each participant’s approaches to and comfort level with the use of multiple tools (i.e. website links) for learning. The authors determined at FD learners approach using tools in the hypermedia environment globally, and navigate hypermedia environments through a highly supported linear progression, while FI learners are better able to analyze information presented to them and prefer to use an index over a map to progress through the hypermedia environment. FI learners will rely on nonlinear approaches to navigate hypermedia environments, and feel comfortable and confident doing so (Lee, Cheng, Rai, & Depickere, 2005). Through correlation studies and tree-regression techniques, the