Lin Ting Jun, Buckley Jeffrey, Gumaelius Lena, Ampadu Ernest
Department of learning, KTH Royal Institute of Technology, Stockholm, Sweden.
Technological University of the Shannon, Midlands Midwest, Athlone Campus, Westmeath, Ireland.
Heliyon. 2024 Sep 24;10(19):e38356. doi: 10.1016/j.heliyon.2024.e38356. eCollection 2024 Oct 15.
There exists a plethora of studies that have related pupils' spatial ability to their academic achievement and problem-solving skills, especially in science, technology, engineering, and mathematics (STEM) subjects. However, little is known about how spatial ability could be presented in a national curriculum. To increase the awareness and intention to develop pupils' spatial ability within the national curriculum, the compulsory curriculum document from the Swedish National Agency for Education which details all subject syllabi is examined and analysed using a content analysis method. The results show that two major dimensions could be used to locate the potential spatial ability development within the curriculum. The first is a visual dimension, which manifests as three different visual components: graphical, pictorial, and manufactured. The second is an epistemic dimension, which describes how pupils' different types of spatial knowledge can be nurtured, and inductively described as conceptual, procedural, and spatial citizenship knowledge. A three-by-three matrix framework is created based on the above dimensions and components. Policymakers and educators in Sweden, as well as in other countries, may draw insights from the framework created by this study and adapt it to educational practice, particularly in the realm of developing students' spatial ability through curriculum design and classroom instruction.
有大量研究将学生的空间能力与其学业成绩和解决问题的能力联系起来，尤其是在科学、技术、工程和数学（STEM）学科方面。然而，对于空间能力在国家课程中应如何呈现，人们知之甚少。为了提高在国家课程中培养学生空间能力的意识和意愿，使用内容分析法对瑞典国家教育机构的义务课程文件进行了审查和分析，该文件详细列出了所有学科的教学大纲。结果表明，有两个主要维度可用于在课程中定位潜在的空间能力发展。第一个是视觉维度，它表现为三种不同的视觉成分：图形、图像和制品。第二个是认知维度，它描述了如何培养学生不同类型的空间知识，并归纳为概念性、程序性和空间公民知识。基于上述维度和成分创建了一个三乘三的矩阵框架。瑞典以及其他国家的政策制定者和教育工作者可以从本研究创建的框架中汲取见解，并将其应用于教育实践，特别是在通过课程设计和课堂教学培养学生空间能力的领域。
