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Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

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dc.contributor.author Lane, Diarmaid
dc.contributor.author Sorby, Sheryl
dc.date.accessioned 2021-08-11T07:18:05Z
dc.date.available 2021-08-11T07:18:05Z
dc.date.issued 2021
dc.identifier.uri http://hdl.handle.net/10344/10468
dc.description peer-reviewed en_US
dc.description.abstract In recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability. en_US
dc.language.iso eng en_US
dc.publisher Springer en_US
dc.relation.ispartofseries International Journal of Technology and Design Education;
dc.subject Spatial thinking en_US
dc.subject Instruction en_US
dc.title Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1007/s10798-021-09691-5
dc.contributor.sponsor IReL Consortium en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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