The spatial visualization of undergraduates majoring in particular fields of study and the relationship of this ability to individual background characteristics.

摘要

The main purposes of this study were to determine differences in the level of spatial visualization ability between students majoring in certain fields and to hypothesize reasons for individual differences in spatial visualization based on personal background characteristics (gender, handedness, parents' occupations, family income, musical experiences, childhood spatial experiences, hobbies, and favorite mathematics course) of these students. A total of 117 volunteer undergraduates majoring in architecture, mathematics, mathematics education, and mechanical engineering at Auburn University participated.; The researcher administered two visualization tests and a background questionnaire to all students. Results indicated that the students, grouped by major, either preferred non-visual methods of problem solving or did not have a preference. With regards to level of spatial visualization, results of a one-way ANOVA indicated that the mathematics majors scored significantly lower than all of the other majors. No other differences were found between the groups. Path analyses yielded significant positive correlations between spatial visualization and each of musical experiences and favorite mathematics course. Also, childhood spatial experiences and each of gender and father's occupation were significant positively correlated. Finally, gender was significantly positively related to spatial hobbies. Significant gender differences were in favor of males.; Within the limitations of this inquiry, the researcher concluded that students in all four of the majors could benefit from more focused instruction on spatial visualization. Also, the researcher hypothesized that the mathematics majors scored significantly lower because pure mathematicians prefer to think abstractly. Path analyses results led to the conclusion that high school mathematics courses should be taught using both visual and non-visual instructional methods. Finally, elementary teachers should encourage females to "play" with spatial toys and engage in other spatial activities, such as participating in sports or music.