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Spatial cognition in engineering education: Developing a spatial ability framework to support the translation of theory into practice
KTH, School of Education and Communication in Engineering Science (ECE), Learning.ORCID iD: 0000-0002-8292-5642
KTH, School of Education and Communication in Engineering Science (ECE), Learning.ORCID iD: 0000-0003-4199-4753
2017 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898Article in journal (Refereed) Published
Abstract [en]

A substantial degree of empirical evidence has illustrated the correlation between spatial skills and performance in engineering education. This evidence has been foundational in the construction of educational interventions which have resulted in both increased levels of spatial ability and increased educational performance and retention. However, the cognitive faculty of spatial cognition is widely recognised as multifactorial and a number of factors exist within this domain which have not been examined as potential influences on educational success. A number of factors have been identified within the pertinent literature which do not appear in any formal framework of spatial cognition. This paper presents a review and synthesis of this work with the amalgam presented as a model to support the further integration of spatial ability into engineering educational practices.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2017.
Keyword [en]
Spatial ability, spatial factors, engineering education, cognition, teaching and learning
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-219600DOI: 10.1080/03043797.2017.1327944Scopus ID: 2-s2.0-85019578949OAI: oai:DiVA.org:kth-219600DiVA, id: diva2:1164136
Note

QC 20171218

Available from: 2017-12-10 Created: 2017-12-10 Last updated: 2017-12-18Bibliographically approved

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Seery, Niall

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