A heuristic framework of spatial ability: a review and synthesis of spatial factor literature to support its translation into STEM education.
Abstract
An abundance of empirical evidence exists identifying a significant correlation
between spatial ability and educational performance particularly in science, technology,
engineering and mathematics (STEM). Despite this evidence, a causal explanation has yet
to be identified. Pertinent research illustrates that spatial ability can be developed and that
doing so has positive educational effects. However, contention exists within the relevant
literature concerning the explicit definition for spatial ability. There is therefore a need to
define spatial ability relative to empirical evidence which in this circumstance relates to its
factor structure. Substantial empirical evidence supports the existence of unique spatial
factors not represented in modern frameworks. Further understanding such factors can
support the development of educational interventions to increase their efficacy and related
effects in STEM education. It may also lead to the identification of why spatial ability has
such a significant impact on STEM educational achievement as examining more factors in
practice can help in deducing which are most important. In light of this, a synthesis of the
spatial factors offered within existing frameworks with those suggested within contemporary
studies is presented to guide further investigation and the translation of spatial ability
research to further enhance learning in STEM education.
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