Naslov
Razvoj in Validacija Kurikuluma Za Prostorsko Usposabljanje z Uporabo Programske Opreme Za dinamično Geometrijo Na Nivoju Univerzitetnega izobraževanja
(DEVELOPMENT AND VALIDATION OF SPATIAL TRAINING CURRICULUM USING DYNAMIC GEOMETRY SOFTWARE FOR UNIVERSITY-LEVEL EDUCATION)

Autori
Maja Katarina Tomić

Vrsta, podvrsta i kategorija rada
Ocjenski radovi, doktorska disertacija

Mjesto
Maribor

Datum
27.05

Godina
2020

Stranica
145

Mentor
Doc. dr. Igor Pesek ; prof. dr. Predrag Zarevski ; prof. dr. Boris Aberšek

Ključne riječi
eksperimentalni program, GeoGebra, izboljšanje prostorskih sposobnosti, prostorske sposobnosti
(spatial abilities, spatial abilities enhancement, experimental programme, GeoGebra)

Sažetak
Spatial abilities which are described by Linn and Petersen (1985) as “skill in representing, transforming, generating, and recalling symbolic, non-linguistic information“ (Linn & Petersen, 1985) are as such not trained nor they are taught in schools. They are left to develop naturally and on their, aided perhaps by some of the activities in childhood which have been shown to be predictors of highly developed spatial abilities, such as playing with construction toys, gender, math scores, previous experience in design-related courses such as drafting, mechanical drawing etc. (Sorby & Baartmans, 2000). Nevertheless, the importance of highly developed abilities for STEM (science, technology, engineering and mathematics) students has been scientifically proven (e.g. Gohm, Humphreys, & Yao, 1998 ; Humphreys, Lubinski, & Yao, 1993 ; Lohman, 1988, 1994a, 1994b ; Smith, 1964), what directly implies that spatial abilities can have a significant impact on the success in not only studying STEM subjects, as well as success in STEM careers. Throughout the years and worldwide researchers have recognised the value and correlation between success in STEM fields an highly developed spatial abilities and therefore attempted to develop exercises or whole experimental programmes for enhancement of spatial abilities (e.g. Sorby & Baartmans, 2000 ; Martín‐Dorta, Saorín & Contero, 2008 ; Güven & Kosa, 2008) with the aim of helping STEM students develop their spatial abilities, the success of which has been verified through positive correlation between spatial pre-tests and post-tests. This thesis outlines the developed experimental programme for spatial abilities enhancement. The developed experimental programme employing GeoGebra 5 ran over the course of four weeks (1.5 hour per week) and was conducted at the Faculty of Science and Education in Mostar, Bosnia and Herzegovina. The sample consisted of first-year students, with 35 male and 17 female in experimental and 33 male and 19 female in control group. The programme content entailed following topics: 1) introduction to GeoGebra 5 and sketching basic geometrical objects in the software, 2) measuring wooden objects, sketching them on paper and then in GeoGebra and vice versa, 3) working with reflection and rotation in 2D using already designed GeoGebra apps, 4) solving various mathematical problems which require spatial visualisation by first sketching them on paper and then in GeoGebra. For pre-testing Smith and Whetton (1988) spatial test has been used, atop of which a background questionnaire has been administered, which also contained items hypothesised as possible spatial abilities predictors. For post-test Smith and Whetton (1988) test has been administered once again, along with Newton and Bristoll (2009) test. Dependent variables were 1) students’ success during the experimental programme and 2) students’ results on the spatial abilities pre-test and post-test, whereas the independent variable was students' gender. With the application of ANCOVA analysis it has been shown that average score was 55.89 for the experimental and 53.36 for control group (F=54.572, df=1, p=0.000, ηp2=0.406), from what it can be concluded that differences between the control and experimental group at initial testing of spatial abilities are not statistically significant. Results also showed that with the experimental group a statistically significant jump in performance on the post-test has occurred (t=-9.126, df=38, p<0.05), whereas with regard to the control group no statistically significant changes in performance have been noted (t=1.431, df= 43, p>0.05 ). Similarly, statistically significant correlation between the scores of the control group on the initial and final Smith and Whetton (1988) test has also been found (r=0.952 ; p<0.01), as well as between the scores of the experimental group on the initial and final Smith and Whetton (1988), where a significant jump in performance has been noted (r=0.833 ; p<0.01). No statistically significant differences have been found either with regard to gender (F=3.904 ; df=1 ; p=.052) or between the experimental and control groups and gender (F=1.688 ; df=1 ; p=.198). Statistically significant correlations between the average mathematics grade in high school and any scores of any of the two groups has been found between the total score on the final Newton and Bristoll (2009) spatial test and average mathematics grade (r=0.272 ; p<0.05).

Izvorni jezik
Engleski

Znanstvena područja
Interdisciplinarne prirodne znanosti, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA