Can a Domain-General Spatial Intervention Facilitate Children's Science Learning? A Lesson from Astronomy

Autor/inn/en	Bower, Corinne A.; Liben, Lynn S.
Titel	Can a Domain-General Spatial Intervention Facilitate Children's Science Learning? A Lesson from Astronomy
Quelle	In: Child Development, 92 (2021) 1, S.76-100 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bower, Corinne A.) ORCID (Liben, Lynn S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13439
Schlagwörter	Spatial Ability; Astronomy; Science Education; Elementary School Students; Scores; Perspective Taking; Visual Learning + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Astronomie; Naturwissenschaftliche Bildung; Zukunftsperspektive; Visual education; Visuelles Lernen
Abstract	Correlational studies link spatial-test scores and science, technology, engineering, and mathematics achievement. Here we asked whether children's understanding of astronomical phenomena would benefit from a prior intervention targeting a core component of children's projective spatial concepts--understanding that viewers' visual experiences are affected by vantage point. Children (8-9 years; N = 66) received outdoor and indoor experiences that did (Experimental) or did not (Control) focus on how scene appearance is affected by viewers' positions and movements. All then received an astronomy lesson about celestial motions (e.g., Sun apparent motion). Experimental-group children scored higher on immediate and 1-week perspective-taking tests and explained celestial phenomena more accurately than did control-group children. Data demonstrate that general spatial training--divorced from specific science content--can aid children's subsequent learning of scientific phenomena. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01