Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years

摘要

BackgroundPrior longitudinal and correlational research with adults and adolescents indicates that spatial ability is a predictor of science learning and achievement. However, there is little research to date with primary‐school aged children that addresses this relationship. Understanding this association has the potential to inform curriculum design and support the development of early interventions.