Fabienne Kremer , Lucas Stark , Franziska Rebholz , Lisa Bardach , Jessika Golle , Benjamin Nagengast , Ulrich Trautwein
{"title":"一种促进空间思维能力的干预效果","authors":"Fabienne Kremer , Lucas Stark , Franziska Rebholz , Lisa Bardach , Jessika Golle , Benjamin Nagengast , Ulrich Trautwein","doi":"10.1016/j.learninstruc.2025.102184","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>For success in STEM fields<strong>,</strong> spatial thinking skills are crucial. Their early promotion may support the later mastering of <span>STEM</span> subjects. Previous studies have suggested that spatial thinking can be promoted independently with practice, spatial language, embodiment, or strategy training. Integrating multiple effective components may further enhance children's skills, warranting further investigation.</div></div><div><h3>Aims</h3><div>This study evaluates whether a spatial thinking intervention applying a multicomponent approach in a real-world environment with children in their early primary school years (a) promotes spatial thinking skills while (b) maintaining motivation for spatial thinking and (c) being equally beneficial for students with different characteristics.</div></div><div><h3>Sample</h3><div>Participants were 97 primary school children previously nominated to attend an extracurricular enrichment program.</div></div><div><h3>Methods</h3><div>A multisite cluster randomized controlled field trial with pre- and posttest measures and a waitlist control group evaluated the multicomponent intervention. Components included spatial language, embodiment, and awareness of regularities and strategies. We used multilevel regression analyses to estimate the intervention's efficacy on spatial thinking (i.e., perspective taking, 2D and 3D mental rotation) and motivation for spatial thinking and explored differential effects.</div></div><div><h3>Results</h3><div>The findings revealed statistically significant positive effects on perspective taking and 2D mental rotation. Younger children and those with lower prior perspective<strong>-</strong>taking skills were particularly likely to benefit. Neither 3D mental rotation nor motivation were significantly affected.</div></div><div><h3>Conclusions</h3><div>The results provide initial evidence of the intervention's efficacy. Children demonstrated enhanced perspective<strong>-</strong>taking and 2D mental rotation skills while maintaining their motivation for spatial thinking. Combining multiple components holds promise for promoting spatial thinking during the early primary school years.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102184"},"PeriodicalIF":4.9000,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Efficacy of an intervention to promote spatial thinking skills\",\"authors\":\"Fabienne Kremer , Lucas Stark , Franziska Rebholz , Lisa Bardach , Jessika Golle , Benjamin Nagengast , Ulrich Trautwein\",\"doi\":\"10.1016/j.learninstruc.2025.102184\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>For success in STEM fields<strong>,</strong> spatial thinking skills are crucial. Their early promotion may support the later mastering of <span>STEM</span> subjects. Previous studies have suggested that spatial thinking can be promoted independently with practice, spatial language, embodiment, or strategy training. Integrating multiple effective components may further enhance children's skills, warranting further investigation.</div></div><div><h3>Aims</h3><div>This study evaluates whether a spatial thinking intervention applying a multicomponent approach in a real-world environment with children in their early primary school years (a) promotes spatial thinking skills while (b) maintaining motivation for spatial thinking and (c) being equally beneficial for students with different characteristics.</div></div><div><h3>Sample</h3><div>Participants were 97 primary school children previously nominated to attend an extracurricular enrichment program.</div></div><div><h3>Methods</h3><div>A multisite cluster randomized controlled field trial with pre- and posttest measures and a waitlist control group evaluated the multicomponent intervention. Components included spatial language, embodiment, and awareness of regularities and strategies. We used multilevel regression analyses to estimate the intervention's efficacy on spatial thinking (i.e., perspective taking, 2D and 3D mental rotation) and motivation for spatial thinking and explored differential effects.</div></div><div><h3>Results</h3><div>The findings revealed statistically significant positive effects on perspective taking and 2D mental rotation. Younger children and those with lower prior perspective<strong>-</strong>taking skills were particularly likely to benefit. Neither 3D mental rotation nor motivation were significantly affected.</div></div><div><h3>Conclusions</h3><div>The results provide initial evidence of the intervention's efficacy. Children demonstrated enhanced perspective<strong>-</strong>taking and 2D mental rotation skills while maintaining their motivation for spatial thinking. Combining multiple components holds promise for promoting spatial thinking during the early primary school years.</div></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":\"100 \",\"pages\":\"Article 102184\"},\"PeriodicalIF\":4.9000,\"publicationDate\":\"2025-07-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475225001082\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475225001082","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Efficacy of an intervention to promote spatial thinking skills
Background
For success in STEM fields, spatial thinking skills are crucial. Their early promotion may support the later mastering of STEM subjects. Previous studies have suggested that spatial thinking can be promoted independently with practice, spatial language, embodiment, or strategy training. Integrating multiple effective components may further enhance children's skills, warranting further investigation.
Aims
This study evaluates whether a spatial thinking intervention applying a multicomponent approach in a real-world environment with children in their early primary school years (a) promotes spatial thinking skills while (b) maintaining motivation for spatial thinking and (c) being equally beneficial for students with different characteristics.
Sample
Participants were 97 primary school children previously nominated to attend an extracurricular enrichment program.
Methods
A multisite cluster randomized controlled field trial with pre- and posttest measures and a waitlist control group evaluated the multicomponent intervention. Components included spatial language, embodiment, and awareness of regularities and strategies. We used multilevel regression analyses to estimate the intervention's efficacy on spatial thinking (i.e., perspective taking, 2D and 3D mental rotation) and motivation for spatial thinking and explored differential effects.
Results
The findings revealed statistically significant positive effects on perspective taking and 2D mental rotation. Younger children and those with lower prior perspective-taking skills were particularly likely to benefit. Neither 3D mental rotation nor motivation were significantly affected.
Conclusions
The results provide initial evidence of the intervention's efficacy. Children demonstrated enhanced perspective-taking and 2D mental rotation skills while maintaining their motivation for spatial thinking. Combining multiple components holds promise for promoting spatial thinking during the early primary school years.
期刊介绍:
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.