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Influences on Visual Spatial Rotatio...

Perry, Paula Christine.

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Influences on Visual Spatial Rotation: Science, Technology, Engineering, and Mathematics (STEM) Experiences, Age, and Gender.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Influences on Visual Spatial Rotation: Science, Technology, Engineering, and Mathematics (STEM) Experiences, Age, and Gender./
Author:	Perry, Paula Christine.
Description:	136 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3557721
ISBN:	9781303014376

Influences on Visual Spatial Rotation: Science, Technology, Engineering, and Mathematics (STEM) Experiences, Age, and Gender.
Perry, Paula Christine.

Influences on Visual Spatial Rotation: Science, Technology, Engineering, and Mathematics (STEM) Experiences, Age, and Gender. - 136 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ph.D.)--Notre Dame of Maryland University, 2013.

Science, Technology, Engineering, and Mathematics (STEM) education curriculum is designed to strengthen students' science and math achievement through project based learning activities. As part of a STEM initiative, SeaPerch was developed at Massachusetts Institute of Technology. SeaPerch is an innovative underwater robotics program that instructs students in how to build an underwater Remotely Operated Vehicle (ROV) following a STEM curriculum, including spatial thinking and rotation ability. This research study investigated if the students' SeaPerch program and its spatial experience and training gave the opportunity to develop strategies not only in manipulating three dimensional objects but in strengthening mathematical ability (e.g. spatial thinking) in elementary, middle, and high school students with specific focus on gender and age.

ISBN: 9781303014376Subjects--Topical Terms:

641129
Mathematics education.

Influences on Visual Spatial Rotation: Science, Technology, Engineering, and Mathematics (STEM) Experiences, Age, and Gender.
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100 1 $a Perry, Paula Christine. $3 3186023
245 1 0 $a Influences on Visual Spatial Rotation: Science, Technology, Engineering, and Mathematics (STEM) Experiences, Age, and Gender.
300 $a 136 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Robin B. Hobbs.
502 $a Thesis (Ph.D.)--Notre Dame of Maryland University, 2013.
520 $a Science, Technology, Engineering, and Mathematics (STEM) education curriculum is designed to strengthen students' science and math achievement through project based learning activities. As part of a STEM initiative, SeaPerch was developed at Massachusetts Institute of Technology. SeaPerch is an innovative underwater robotics program that instructs students in how to build an underwater Remotely Operated Vehicle (ROV) following a STEM curriculum, including spatial thinking and rotation ability. This research study investigated if the students' SeaPerch program and its spatial experience and training gave the opportunity to develop strategies not only in manipulating three dimensional objects but in strengthening mathematical ability (e.g. spatial thinking) in elementary, middle, and high school students with specific focus on gender and age.
520 $a This research study sample consisted of two groups of students: one that participated in the after-school SeaPerch program and the other that did not participate in the after-school SeaPerch program for the 2011--2012 school year. Both groups comprised students in similar grade levels and the MRT preassessment scores.
520 $a To measure students' spatial rotation, the researcher used the Vandenberg and Kuse Mental Rotation Test (MRT). An independent samples t test was conducted to determine the effect of the SeaPerch program on MRT scores. The SeaPerch students (M = 1.35, SD = 2.21) scored significantly higher gains than the Non-SeaPerch students ( M = -.03, SD = 1.72), t (737) = 8.27, p = <.001. The effect size as measured by Cohen's d = .697, indicated a medium practical significance. At each school level, MRT post assessment scores for students in the SeaPerch program increased significantly more than scores for students in the non-SeaPerch program.
590 $a School code: 1692.
650 4 $a Mathematics education. $3 641129
650 4 $a Educational tests & measurements. $3 3168483
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710 2 $a Notre Dame of Maryland University. $b Department of Education. $3 2093566
773 0 $t Dissertation Abstracts International $g 74-08A(E).
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791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3557721