1 increasing spatial learning in formal and informal settings nora s. newcombe temple university and...

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1 Increasing Spatial Learning Increasing Spatial Learning in Formal and Informal in Formal and Informal Settings Settings Nora S. Nora S. Newcombe Newcombe Temple University Temple University and and Spatial Intelligence Spatial Intelligence and Learning Center and Learning Center

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Page 1: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

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Increasing Spatial Learning in Increasing Spatial Learning in Formal and Informal SettingsFormal and Informal Settings

Nora S. NewcombeNora S. NewcombeTemple UniversityTemple University

andand

Spatial Intelligence Spatial Intelligence and Learning Centerand Learning Center

Page 2: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

2http://www.spatialintelligence.org

OverviewOverview

• Spatial intelligence and learning are important in scientific thought and communication

• Spatial intelligence and learning can be improved• Specific educational techniques to foster spatial

intelligence are within our grasp– Parents and teachers of young children should engage

them in spatial play and talk– Teachers in middle and high school should teach

diagram reading skills

Page 3: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

3http://www.spatialintelligence.org

Importance in Scientific Thought and Importance in Scientific Thought and CommunicationCommunication

Page 4: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

Predicting Occupations from High School Spatial AbilityWai, Lubinski & Benbow (2009)

Standardized Score

Page 5: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

5http://www.spatialintelligence.org

New Meta-Analysis Supports New Meta-Analysis Supports MalleabilityMalleability

• Large training effects, as well as durability and transfer– Uttal, Meadow, Hand, Lewis, Warren, & Newcombe, under review

Page 6: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

Putting These Two Analyses TogetherPutting These Two Analyses Together

6http://www.spatialintelligence.org

Page 7: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

7http://www.spatialintelligence.org

Focus on Early EducationFocus on Early Education

• Teachers and parents need to know what spatial thinking is, and that it’s important

• Teachers and parents need to avoid spatial anxiety• How should we best enhance spatial learning in children?

– Importance of gesture– Usefulness of analogy– Importance of spatial language– Play

• Puzzle play • Paper folding • Block play

Page 8: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

Spatial Books and PoemsSpatial Books and Poems

8http://www.spatialintelligence.org

OUT, ABOUT, AND ALL AROUND(A VERY SPATIAL DAY)Julie Dillemuth

My day begins getting UP out of bedDaddy puts ON my clothes, OVER my head.Then DOWN DOWN DOWN DOWN all of the stairsTO the kitchen for breakfast - bananas and pears!

ZOOMSzechter & Liben (2004)

Page 9: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

9http://www.spatialintelligence.org

Language in Block Play ContextsLanguage in Block Play ContextsFerrara, Golinkoff, Hirsh-Pasek, Lam & Newcombe (2011), Ferrara, Golinkoff, Hirsh-Pasek, Lam & Newcombe (2011), Mind, Brain and EducationMind, Brain and Education

Pre-assembled Play Free Play Guided Play

Page 10: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

10http://www.spatialintelligence.org

Parental Spatial Language in Four Parental Spatial Language in Four ContextsContextsFerrara, Golinkoff, Hirsh-Pasek, Lam & Newcombe (2011), Ferrara, Golinkoff, Hirsh-Pasek, Lam & Newcombe (2011), Mind, Brain and EducationMind, Brain and Education

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Page 11: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

Teaching Geometric Teaching Geometric ShapesShapesFisher, Hirsh-Pasek, Newcombe & GolinkoffFisher, Hirsh-Pasek, Newcombe & Golinkoff(under review)(under review)

• Children often see only typical shapes

• Showing a range of shapes helps, especially in a guided play context

Page 12: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

Preschoolers Benefit from Preschoolers Benefit from VisualizationVisualizationJoh, Jaswal & Keen, 2011Joh, Jaswal & Keen, 2011

• Preschoolers asked to visualize how a ball goes through a tube avoid the “straight down” or gravity error

Page 13: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

Learning from VisualizationsLearning from Visualizations

• Two strategies– Modify the learner– Modify the learning materials

• Supported by meta-analysis (Hoffler, 2010, Ed. Psych. Review)– spatial ability plays an important role in learning from

visualizations (mean effect size r  = 0.34), but is moderated by—at least—two compensating factors; learners with low spatial ability can be significantly supported by a dynamic visualization as well as a 3d-visualization.

Page 14: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

Visual Representations in Science Visual Representations in Science TextbooksTextbooks

1) Would the beam still follow the same path when the plates are charged?

2) What happens to the beam when the plates are charged?

Page 15: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

• People have difficulty comprehending diagrams accurately– Seductive details (Canham & Hegarty, in press)– Misinterpret features (Faraday & Sutcliffe, 1996)

• Diagram comprehension is affected by– Spatial ability (Florax & Ploetzner, in press)– Working memory (Sanchez & Wiley, 2006)– Topic knowledge (Schwonke et al., in press)– Level of self-explanation (Kastens & Liben, 2007)

Prior ResearchPrior Research

Page 16: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

• Developing curriculum for teaching diagrammatic reasoning based on four different interventions– Conventions of diagrams (COD)– Coordinating text and diagrams (CTD)– Self-explanation (SE)– Student-constructed diagrams (SCD)

Can We Teach HS Biology Students to Can We Teach HS Biology Students to Reason Better with Diagrams?Reason Better with Diagrams?

Page 17: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

COD: Posttest Diagrammatic COD: Posttest Diagrammatic ReasoningReasoning

•Beginning of year achievement as covariate•Significant time * treatment interaction•d =.8 treatment, .2 control

Page 18: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

• Workbook students significantly increase time spent on the diagram, significantly more so than Demonstration students

• Workbook students maintain time spent on naming and explanatory labels, whereas Demonstration students show significant decrease

Changes in Eye TrackingChanges in Eye Tracking

Page 19: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

How Do We Further Improve Student How Do We Further Improve Student Comprehension of Diagrams?Comprehension of Diagrams?Cromley, Bergey, Fitzhugh, Newcombe, Wills, Shipley, and Tanaka Cromley, Bergey, Fitzhugh, Newcombe, Wills, Shipley, and Tanaka (under review)(under review)

• We compared Self-Explanation with Student-Completed Figures—Visual and Student-Completed Figures—Verbal

• Assessed effects (pre- to posttest) on – Biology knowledge – Biology diagram comprehension—literal– Biology diagram comprehension—inferential– Geoscience diagram comprehension

• Teacher-delivered in 9th grade biology classes

Page 20: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

Self-ExplanationSelf-Explanation

Eu-Squeak-a! If there are four off-spring, there will be one of each combination. But what will the fifth one be like?

Eu-Squeak-a! If there are four off-spring, there will be one of each combination. But what will the fifth one be like?

Page 21: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

Student Completed Figures-VerbalStudent Completed Figures-Verbal

Page 22: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

Student Completed Figures-VisualStudent Completed Figures-Visual

Page 23: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

Results: Biology DiagramsResults: Biology Diagrams

d = 0.30* d = 0.32* d = 0.22*

Page 24: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

Results: Biology KnowledgeResults: Biology Knowledge

d = 0.63* d = 0.04 d = 0.68*

Page 25: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

Results: Geoscience DiagramsResults: Geoscience Diagrams

d = 0.37* d ~ 0 d = 0.28*

Page 26: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

26http://www.spatialintelligence.org

Questions?Questions?

Page 27: 1 Increasing Spatial Learning in Formal and Informal Settings Nora S. Newcombe Temple University and Spatial Intelligence and Learning Center

Most Spatial Tests Emphasize Intrinsic Most Spatial Tests Emphasize Intrinsic Spatial RelationsSpatial Relations

27http://www.spatialintelligence.org