Spatial Visualization

Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and experimental sections were administered measures of spatial orientation and visualization, as well as a content-based geospatial examination. All subjects improved significantly in their scores on spatial visualization and the geospatial examination. There was no change in their scores on spatial orientation. A three-way analysis of variance, with the geospatial examination as the dependent variable, revealed significant main effects favoring the experimental group and a significant interaction between treatment and gender. These results demonstrate that spatial ability can be improved through instruction, that learning of geological content will improve as a result, and that differences in performance between the genders can be eliminated.

Geology is among the most visual of the sciences, with spatial reasoning taking place at various scales and in various contexts. Among the spatial skills required in introductory college geology courses are spatial rotation (rotating objects in one's mind), and visualization (transforming an object in one's mind). To assess the role of spatial ability in geology, we designed an experiment using (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around innovative QuickTime Virtual Reality (QTVR) movies. Two introductory geology modules were created -visualizing topography and interactive 3D geologic blocks. The topography module was created with Authorware and encouraged students to visualize two-dimensional maps as three-dimensional landscapes. The geologic blocks module was created in FrontPage and covered layers, folds, faults, intrusions, and unconformities. Both modules had accompanying worksheets and handouts to encourage active participation by describing or drawing various features, and both modules concluded with applications that extended concepts learned during the program. Computer-based versions of paper-based tests were created for this study. Delivering the tests by computer made it possible to remove the verbal cues inherent in the paper-based tests, present animated demonstrations as part of the instructions for the tests, and collect time-to-completion measures on individual items. A comparison of paper-based and computer-based tests revealed significant correlations among measures of spatial orientation, visualization and achievement. Students in control and experimental sections were administered measures of spatial orientation and visualization, as well as a content-based geospatial examination. All subjects improved significantly in their scores on spatial visualization and the geospatial examination. There was no change in their scores on spatial orientation. Pretest scores on the visualization and geospatial measures were significantly lower for the experimental than for the control group, while post-test scores were the same. A twoway analysis of variance revealed significant main effects and a significant interaction. The unexpected initial differences between the groups resulted from an uneven gender distribution, with females dominating the experimental group and males the control group. The initial scores of females were lower than those of males, whereas the final scores were the same. This demonstrates that spatial ability can be improved through instruction, that learning of geological content will improve as a result, and that differences in performance between the genders can be eliminated.

This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial visualization and mental rotation. The study used a pretest, intervention, posttest research design with experimental and comparison groups. The experimental group participated in transformational geometry visualization exercises, once a week for six weeks, for approximately 20 minutes each session. Instruments were standardized measures of spatial visualization and mental rotation; intervention activity worksheets directed the participants through 2D and 3D transformational geometry tasks in computer environments. For Turkish and Taiwanese participants, the experimental group improved significantly more than the control group in spatial visualization, while the American participants showed no such significant improvement.

What we see is not always what we get. This is the problem when the underlying structure of an interface is hidden from the user's view. Users high in Spatial Visualization Ability (SVA), are quick to learn the contingencies of these relationships and are not hindered by this problem. Low SVA users, however, have difficulty visualizing these contingencies and often get lost. We examined data for 97 undergraduate students to determine whether revealing hidden contingencies though visual cues would facilitate Low SVA users, enabling them to approach the level of performance of High SVA users on a computerized path finding task. It was found that increasing interface apparency does seem to benefit all users, but particularly those with Low SVA.

What we see is not always what we get. This is the problem when the underlying structure of an interface is hidden from the user's view. Users high in Spatial Visualization Ability (SVA), are quick to learn the contingencies of these relationships and are not hindered by this problem. Low SVA users, however, have difficulty visualizing these contingencies and often get lost. We examined data for 97 undergraduate students to determine whether revealing hidden contingencies though visual cues would facilitate Low SVA users, enabling them to approach the level of performance of High SVA users on a computerized path finding task. It was found that increasing interface apparency does seem to benefit all users, but particularly those with Low SVA.

The objectives of this research were: 1) to develop the training process for 3D Spatial Visualization Skills; 2) to develop Spatial Visualization Skills training activities on Metaverse technology; and 3) to study the results of training on 3D Spatial Visualization Skills on Metaverse technology. The sample group used in the study consisted of 15 participants in virtual digital media creation training obtained by purposive sampling. The results of the research were as follows: 1) The 3D Spatial Visualization Skills training process was sequenced according to the learner's learning level with a focus on helping and guiding learners fully at the beginning, followed by reducing the level of assistance when learners became proficient before allowing students to learn by themselves; 2) Virtual Training on Metaverse Technology activities provided learners with a clear, real, 360-degree view of key points, highlighted by the use of dotted lines, shadows, and colors to help them understand what they had learned more clearly; and 3) The results of the Skills Training found that the Spatial Visualization Skills after learning was significantly higher than before at the .05 level. The learners' ability to create three-dimensional objects through the assessment criteria was at a good level (M = 4.13, SD = 0.60), and the learning behaviors of the learners through the assessment criteria were at the highest level (M = 4.31, SD = 0.61)

Статья представляет результаты компаративного анализа агиографии Святого Роха и его изображений. Святой Рох почитается в католицизме как защитник от чумы. Чудесное излечение Святого Роха от чумы было иконографически стандартизировано в XVI веке.
// The article deals with the results of a comparative analysis of the hagiography of Saint Roch and his images. Saint Roch is venerated in Catholicism as a protector from the plague. The miraculous healing of Saint Roch from the plague was iconographically standardized in the XVIth century.

Theatre serves as a bridge between the
abstract and the tangible, helping students connect with academic material on a deeper, more personal level. By fostering critical thinking, creativity, emotional intelligence, and empathy, theatre prepares students not only for academic success but also for the complexities of life beyond the classroom

Background and Aims: The aim of the present study was to present a model of self-awareness in patients with MS based on visual-spatial development, sports mindfulness, and perceived physical fitness with the mediating role of mental balance.
Materials and Methods: The research design was a quantitative correlational type. The statistical population was all patients with MS in Boroujerd in 1402-1403, and 300 people were selected for the sample using the Krejci-Morgan table using the available sampling method. The questionnaires of visual-spatial development, sports mindfulness, perceived physical fitness, and mental balance were used. The obtained data were analyzed using SPSS24 and AMOS software.
Results: The findings showed that the standard path coefficients of visual-spatial development (β=0.67), perceived physical fitness (β=0.52), sports mindfulness (β=0.51), and mental balance (β=0.57) were significantly related to self-awareness (P<0.001). The findings also showed that 34% of the variance in mental balance and 42% of the variance in self-awareness were explained by the present model. In addition, the use of the bootstrap method showed that mental balance has a mediating role in the relationship between exogenous variables and self-awareness.
Conclusion: Therefore, based on the results obtained, it is suggested that relevant authorities should pay more attention to the predictive role of visual-spatial development variables, sports mindfulness, and perceived physical fitness and the mediating role of mental balance in promoting self-awareness in patients with MS.

In this study, using of mathematical thinking of sixth grade students in problem-solving were examined and whether these skills vary with students' gender, pre-school education in terms of the students' achievements in mathematics. The sample of this study constituted 1114 students whom are chosen stratified sampling method sixth grade students of Cankaya, Kecioren and Yenimahalle towns' schools of Ankara. Turkish translation of Mathematical thinking scale of Cai ( ) was used for collecting data. The scale consisted of 12 questions and the initial six questions were routine questions and the rests were not-routine. Frequencies, percentage, arithmetic mean, standard deviation, t test, one-way analysis of variance (ANOVA) were used for analyzing the data. Besides, while analyzing the reasoning and thinking skills in problem-solving process, qualitative study used to survey students' strategies on problems. Based on the findings of the study, students' mathematical thinking states are not changed by gender but pre-school education and mathematics success variables showed significant difference to their mathematical thinking states. In addition, the students' routine questions average higher than the average of notroutine questions. Result of qualitative research indicates the students have problem in reasoning, communication and flexible thinking skills. Moreover the students are observed to rank mostly routine algorithms and strategies that lead to solutions.

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I propose a method of parallax (a.k.a. binocular disparity) estimation from stereo image without any cue using Rotation Invariant Phase Only Correlation (RIPOC). In general, to estimate parallax of regular stereo image pair, whole image calculates RIPOC. On the other hand, to estimate parallax of Single Image Random Dot Stereogram (RDS), RIPOC applies a part of image and sliding window matching. Using the estimated parallax, stereo disparity calculation, RDS to stereo pair conversion and Anaglyph 3D creation are tested to confirm its usefulness.

This study explores cognitive strategies, visual-spatial abilities, and memorization efficacy among 95 senior high school STEM students at the University of Mindanao, Matina Campus. The study employs meticulous quantitative analysis, utilizing Spearman correlation analysis and multiple linear regression models. The investigation revealed a moderate utilization of cognitive strategies among participants, favoring rehearsal over organization strategies. Meanwhile, visual-spatial abilities are found to be at an average proficiency level, with a strong inclination towards interpretation. Participants exhibit high level of memorization efficacy, with retrieval accuracy and retention rate outperforming recall speed. Contrary to previous studies, there was no significant relationship found between cognitive strategies and memorization efficacy, while a strong correlation was found between visual-spatial abilities and memorization efficacy, which underscores the importance of incorporating more visual-spatial learning experiences into educational curricula to enhance memory retention and foster academic success among senior high school STEM students.

Abstract. Calculus is most important subject for science and engineering students but phenomenally it is abstract, difficult and highly boring. Underpinning with in constructivism theories, problem-based learning (PBL) is one of student centred and active learning strategies or ...

Numerous studies have shown the positive impact of integrating technological tool in the teaching and learning process of mathematics in the classroom. The teaching and learning of algebra utilizing dynamic softwares have been explicitly indicated in the Malaysian ...

The aim of this paper is to present and analyze regional losses in Azores islands, when past earthquake ground motions are considered, and to describe recent upgrades in a seismic scenario simulation tool, named LNECloss (LESSLOSS, 2007). This automatic tool comprises several modules like the modelling of seismic action at bedrock and surface level, the evaluation of earthquake damage to buildings and the evaluation of human and economic losses (Campos Costa et al., 2004; Sousa et al., 2004; Sousa, 2006). Several development requirements were identified in LNECloss simulator, namely: (a) to make the simulator available on the Web, as a stand alone tool, with no need of a geographic information platform, although with the GIS capabilities of mapping and synthesis the seismic scenario effects and with a friendly graphic interface, so it could be used by agents of civil protection when planning and managing a seismic disaster emergency; (b) to extend the geographic domain of the applic...

How do we teach children to express and communicate ideas in a formal and informal mode? What type of language do they need in a concrete context? How should they determine a proper level of formalization of their descriptions? In an attempt to explore these issues we carried out a pilot experiment in the frames of the DALEST European project whose goal was to create environment for stimulating the 3D geometry understanding of young students and to assist them in developing some fundamental mathematical skills including spatial visualization and articulating ideas. The pilot experiment was carried out with 5th graders from five Bulgarian schools by means of specially designed educational scenarios and the Cubix Editor (a Logo based application for manipulating unit-sized cubes). The children were given tasks to describe compositions of unit-sized cubes and to build such compositions by means of the Cubix Editor when given their descriptions by peers. The students experienced the whole process of generating a good description -becoming aware of the ambiguity, producing counterexamples, reducing the ambiguity, eliminating the redundancy. The pilot experiment aimed at specifying the structure, scope and methods behind the stereometry activities envisaged for 5th graders in the frames of the DALEST project. The first impressions confirm our belief that the language is playing significant role in the learning experiences of the students, that the relationship between thoughts and words involves back and forth reshaping process. While constructing and describing cubical structures they articulated their own ideas, developed concepts collaboratively with others, moved between everyday and mathematical terms, between procedural and declarative style, exploring the boundaries of understanding.

This paper describes an exploration of visual and sonic texture. These textures are linked by a swarm of "tech-tiles", where each tech-tile is a rectangular element of an image or a sequence of audio samples. An entire image can be converted to a single tech-tile, which can be performed as a composition, or a swarm of small tiles can fly over the image, generating a sonic improvisation. In each case, spatial (visual) structure is mapped into temporal (sonic) structure. The construction of a tech-tile from an image file or a sound clip and the swarm/attractor dynamics is explained in some detail. A number of experiments report on the sonic textures derived from various images.

This research investigated a relationship between discernible spatial ability skills and a sample’s overall performance in introductory vector graphics courses, as well as observations on test retention within conventional paper forms of the Purdue Spatial Visualization of Test of rotations (PSVT), and the interactivity related to cognitive ergonomics of interface and the human users with a nonconventional form of the PSVT toward the development of an Interactive Spatial Visualization Gaming Instrument (SVGI). Additionally this study examined comparable research on concepts of spatial ability, and reviewed results associated between successes and limitations in technical graphics’ courses and efforts to increase retention and performance in spatial ability that has been connected to demonstrate participants analytical processing capabilities. Introduction Educators and curriculum developers employ a diversity of well-established pedagogical theory and practicum in addressing individ...

This study presents evidence which suggests that students in grades 5 through 8 have difficulty relating isometric type drawings to the rectangular solids they represent. Items of the sort "How many cubes does it take to build a given (pictorially presented) rectangular solid" were used. The errors made by students were analyzed and the effect of instruction in spatial visualization activities on the performance of middle school students was assessed. The findings were examined relative to their practical teaching implications.

This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial visualization and mental rotation. The study used a pretest, intervention, posttest research design with experimental and comparison groups. The experimental group participated in transformational geometry visualization exercises, once a week for six weeks, for approximately 20 minutes each session. Instruments were standardized measures of spatial visualization and mental rotation; intervention activity worksheets directed the participants through 2D and 3D transformational geometry tasks in computer environments. For Turkish and Taiwanese participants, the experimental group improved significantly more than the control group in spatial visualization, while the American participants showed no such significant improvement.

This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial visualization and mental rotation. The study used a pretest, intervention, posttest research design with experimental and comparison groups. The experimental group participated in transformational geometry visualization exercises, once a week for six weeks, for approximately 20 minutes each session. Instruments were standardized measures of spatial visualization and mental rotation; intervention activity worksheets directed the participants through 2D and 3D transformational geometry tasks in computer environments. For Turkish and Taiwanese participants, the experimental group improved significantly more than the control group in spatial visualization, while the American participants showed no such significant improvement.

Based on a geometry problem by Ivan Salabashev we demonstrate an exploratory process leading to conic sections as a locus of points. We work for the purpose with the GeoGebra dynamic software making use of different objects' representations for explorations related with conic sections.

Geometry is the study of shape and space. Without spatial ability, students cannot fully appreciate the natural world. Spatial ability is also very important for work in various fields such as computer graphics, engineering, architecture, and cartography. A number of studies have demonstrated that technology has an important potential to develop spatial skills. In the present study, the effect of dynamic geometry software (DGS) Cabri 3D on student mathematics teachers' spatial skills was examined. The study used a one-group pretest-interventionposttest experimental design. In this context, 40 student mathematics teachers took "Purdue Spatial Visualization" (PSV) test as pretest at the beginning of the study, and then some implementations were carried out with these students by using Cabri 3D software for 8 weeks. The PSV test was retaken by students at the end of the study. That if there was a meaningful difference between the pretest and posttest results was examined by using paired sample t test. The findings demonstrated that these computer supported activities contributed to development student mathematics teachers' spatial skills.

Visualization skills are believed to be a strong indicator of success in engineering, science, and a variety of other careers. Previous studies have compared the visualization skills of first year engineering students in the US with their cohorts in Europe and Brazil, but to date there have been no data reported for developing countries in Africa. Studies have shown that training can enhance visualization skills in a relatively short time. This paper will report on the results of a study of first year engineering students at the Polytechnic of Namibia that have been exposed to a short course to improve visualization skills.

Visualization skills are believed to be a strong indicator of success in engineering, science, and a variety of other careers. Previous studies have compared the visualization skills of first year engineering students in the US with their cohorts in Europe and Brazil, but to date there have been no data reported for developing countries in Africa. Studies have shown that training can enhance visualization skills in a relatively short time. This paper will report on the results of a study of first year engineering students at the Polytechnic of Namibia that have been exposed to a short course to improve visualization skills.

Students identified by talent search programs were studied to determine whether spatial ability could uncover math-science promise. In Phase 1, interests and values of intellectually talented adolescents (617 boys, 443 girls) were compared with those of top math-science graduate students (368 men, 346 women) as a function of their standing on spatial visualization to assess their potential fit with math-science careers. In Phase 2, 5-year longitudinal analyses revealed that spatial ability coalesces with a constellation of personal preferences indicative of fit for pursuing scientific careers and adds incremental validity beyond preferences in predicting mathscience criteria. In Phase 3, data from participants with Scholastic Aptitude Test (SAT) scores were analyzed longitudinally, and a salient math-science constellation again emerged (with which spatial ability and SAT-Math were consistently positively correlated and SAT-Verbal was negatively correlated). Results across the 3 phases triangulate to suggest that adding spatial ability to talent search identification procedures (currently restricted to mathematical and verbal ability) could uncover a neglected pool of math-science talent and holds promise for refining our understanding of intellectually talented youth.

Robotics and coding education aims to teach students the basic principles of robots and coding language to enable students to establish close relationships with technology and become independent individuals. Through robotics and coding education, students find opportunities to develop problem solving, computational thinking, creative thinking and language skills. Accordingly, the purpose of this study is to investigate and examine the effects of robotics and coding education on students' higher-order thinking skills, including creative thinking skills, critical thinking skills, problem solving skills, and computational thinking and language skills. The main focus of the research is closely related to the extent to which students are can advance their potential in these areas in the process of robotics and coding education. In addition, considering students with different developmental levels, the current research reviewed studies on nongifted and gifted students. When the results of the research were examined, it was found that robotics and coding education was a great source of motivation for nongifted and gifted students, the disadvantages related to gender in education were eliminated, and with this motivation, students showed great progress in high-level thinking skills and language skills. This study aims to contribute to educators, researchers and families by examining the performances of typically developing and gifted students in robotics and coding education. As a result of the analyzed research, some suggestions were made.

Semantic Web plays a vital role in healthcare domain. Immunization is one among the effective methods of preventing childhood diseases. The objective of the current work is to evaluate the immunization coverage of children in a specific rural area in the state of ...

processing visual versus verbal information, and classifies individuals as either visualizers (also called imagers), who rely primarily on imagery when attempting to perform cognitive were neither motivated by any cognitive theory that specifies how information is processed in th

Morris water-maze task was used to evaluate the role of the anteromedial extrastriate visual cortex in the processing of visuospatial information in rats. Six gray male rats received bilateral ibotenic acid injections targeted stereotactically to the rostral part of the anteromedial extrastriate visual cortex. These operated subjects and six other unoperated control rats were tested in the maze. Histological analysis confirmed the localization, symmetry, and depth of lesions in the rostral part of anteromedial area (AMa) in the operated subjects. In these animals, a significantly greater latency to reach the submerged platform was found (U ϭ 0, p ϭ 0.004). The Morris water-maze may be considered as a reference memory task. It presents a stronger demand on the use of allocentric spatial visual cues than on the use of egocentric cues for navigation. Therefore, the present data lend support to the participation of area AMa in the integration of allocentric visuospatial cues or as a link in the memory system involved in the acquisition of this task.

This study examined the effects of level of instructional scaffolding on students' use of Geometer's Sketchpad and other software tools in a technology-integrated geometry curriculum. In order to revitalize education at the secondary level and in particular in the mathematics curriculum, educational reformers have advocated the incorporation of appropriate technologies to support learner-centered environments. The goal was to determine the relative effectiveness of a teacher-directed approach compared to a student-directed approach of utilizing Sketchpad to complete a project-based learning task. In general, and in the short term, the instructional model where the teacher provided structure and directed the problem solving activities of the students resulted in learner outcomes characterized by greater understanding of the concepts and less frustration with the process of using Sketchpad. However, many students in the selfdirected group expressed a sense of self-confidence and pleasure with their accomplishments. (Contains 15 references and 2 figures.) (Author) Reproductions supplied by EDRS are the best that can be made from the original document.

This article will focus on the history of relations between Porto and its hinterland between the end of the Middle Ages and throughout the Early Modern Times, and examine the general conditions from which a jurisdictional kind of process generated an articulated economy. The proposal of analysis consists in demonstrate how, in the longduration, several actions were directed from the city with the objective of extend and make effective its authority over the surrounding territory, and profiting from that. In these forewords it seems to me important to point-out some a few main ideas that will be developed in the chapters ahead, namely the territorial extension and the jurisdictional level of influence in a diachronic perspective, and the initiatives aiming its consolidation, the motivation of the whole plan and the evolution of the economic ties in the meantime established. The first-one underlines the fact that this was a fast and not by all means erratic process by which Porto achi...

This article will focus on the history of relations between Porto and its hinterland during late-Middle Ages and Early Modern Times, and examine the general conditions from which a jurisdictional kind of process generated an articulated economy. The analysis here proposed will demonstrate how, in the long-duration, several actions were directed from the city and were meant to extend and make effective its authority over the surrounding territory, and profit from that. In these forewords it seems to me important to present the guidelines of the main ideas that will be developed in the chapters ahead, namely the territorial extension and the jurisdictional level of influence in a diachronic perspective, and the initiatives aiming its consolidation, the motivation of the whole plan and the evolution of the economic ties in the meantime established. The first one underlines the fact that the process by which Porto achieved to control a vast territory around the city was rapid and not by...

The Unified Medical Language System Semantic Network (UMLS SN) being an upper-level abstraction of the biomedical domain has a complex structure due to many relationships, making it difficult for human orientation. Therefore, while the SN is a valuable source for modeling contents of the biomedical domain its usage is limited. NetON was designed and built for the automatic transformation of UMLS SN to OWL sublanguages to support semantic operations between biomedical systems. NetON uses advances in the Semantic Web, a candidate technology for sustaining knowledge intensive tasks. Ontology Web Language (OWL) sublanguage rules are used to represent information in UMLS SN. The major contribution of NetON is the opportunity of automatic transformation of UMLS SN to OWL sublanguages named as OWL Basic Species. The aim of NetON is maximum possible information transformation from UMLS SN. The only information that is not able to be transformed to any OWL Basic Species due to the lack of ap...

The aim of the study was to sort out whether in normal subjects hemispheric asymmetries in memory encoding arise at the input or at the recognition stage of verbal (diagrams of letters) and spatial patterns (diagrams of stars) in a 3 x 3 virtual matrix. Target and probe stimuli were tachistoscopically presented to the same or the opposite hemisphere. Letters, but not stars, were better recognized in a crossed condition in which targets were flashed to the right and probes to the left hemisphere. The finding suggests that the right hemisphere (but not the left) is capable of adding specific, possibly mnestic, resources to the first stage of letter processing.

Bu araştırmanın amacı ortaöğretim ve ilköğretim matematik öğretmeni adaylarının uzamsal görselleştirme becerilerini incelemektir. Araştırmada tarama modeli kullanılmıştır. Araştırmanın örneklemini, bir devlet üniversitesinde pedagojik formasyon eğitimi almakta olan 67 fen-edebiyat fakültesi matematik ve bilgisayar bilimleri bölümü 4.sınıf öğrencisi; ilköğretim matematik öğretmenliği programında öğrenim gören 85 4.sınıf öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak, kağıt katlama ve şekil oluşturma testleri ve kişisel bilgi formu kullanılmıştır. Araştırmadan elde edilen veriler, ortalama, t-testi, tek yönlü varyans analizi ve Pearson korelasyon katsayısı yardımıyla analiz edilmiştir. Araştırmanın sonucunda, matematik öğretmeni adaylarının uzamsal görselleştirme becerilerinin oldukça düşük düzeyde olduğu ve cinsiyet, okul öncesi eğitim, akademik başarı ve öğrenim görülen fakülteye göre farklılaşmadığı tespit edilmiştir. Ayrıca, öğrencilerin kağıt katlama ve şekil oluşturma becerileri arasında anlamlı bir ilişki gözlemlenmemiştir.

Our goal was to determine whether existing tests of spatial ability can predict an astronaut's qualification test performance after robotic training. Because training astronauts to be qualified robotics operators is so long and expensive, NASA is interested in tools that can predict robotics performance before training begins. Currently, the Astronaut Office does not have a validated tool to predict robotics ability as part of its astronaut selection or training process. Commonly used tests of human spatial ability may provide such a tool to predict robotics ability. We tested the spatial ability of 50 active astronauts who had completed at least one robotics training course, then used logistic regression models to analyze the correlation between spatial ability test scores and the astronauts' performance in their evaluation test at the end of the training course. The fit of the logistic function to our data is statistically significant for several spatial tests. However, the prediction performance of the logistic model depends on the criterion threshold assumed. To clarify the critical selection issues, we show how the probability of correct classification vs. misclassification varies as a function of the mental rotation test criterion level. Since the costs of misclassification are low, the logistic models of spatial ability and robotic performance are reliable enough only to be used to customize regular and remedial training. We suggest several changes in tracking performance throughout robotics training that could improve the range and reliability of predictive models.

We outline strategies for actuated tangible user interfaces (TUIs) to improve the study of proteins. Current protein study tools miss fundamental biology concepts because graphical and symbolic interfaces do not allow users to intuitively manipulate complex physical forms. Actuated, tangible tools may enhance understanding at all levels of protein study. To advance TUI awareness of protein study, we present an overview of protein concepts and current protein study tools. Thirty-six protein researchers, engineers, professors and students recommend design guidelines for tangible interfaces in protein study, and we outline research directions for TUIs to improve protein study at all educational levels.

Several hundred thousand intellectually talented 12-to 13-year-olds have been tested nationwide over the past 16 years with the mathematics and verbal sections of the Scholastic Aptitude Test (SAT). Although no sex differences in verbal ability have been found, there have been consistent sex differences favoring males in mathematical reasoning ability, as measured by the mathematics section of the SAT (SAT-M). These differences are most pronounced at the highest levels of mathematical reasoning, they are stable over time, and they are observed in other countries as well. The sex difference in mathematical reasoning ability can predict subsequent sex differences in achievement in mathematics and science and is therefore of practical importance. To date a primarily environmental explanation for the difference in ability has not received support from the numerous studies conducted over many years by the staff of Study of Mathematically Precocious Youth (SMPY) and others. We have studied some of the classical environmental hypotheses: attitudes toward mathematics, perceived usefulness of mathematics, confidence, expectations/ encouragement from parents and others, sex-typing, and differential course-taking. In addition, several physiological correlates of extremely high mathematical reasoning ability have been identified (left-handedness, allergies, myopia, and perhaps bilateral representation of cognitive functions and prenatal hormonal exposure). It is therefore proposed that the sex difference in SAT-M scores among intellectually talented students, which may be related to greater male variability, results from both environmental and biological factors.

Modern Conservation of Cultural Heritage (CCH) is an interdisciplinary field, comprising arts, crafts, architecture, humanities, IT (Information Technology) and STEM (Science, Technology, Engineering, Mathematics). Several decades of extended research have shown the importance of spatial skills and spatial literacy for success in STEM. A major part of cultural heritage is visual, and three-dimensional. A sufficient level of spatial understanding and spatial skills is needed to understand, study and preserve cultural heritage. Visualization is especially helpful in teaching and learning the interdisciplinary CCH. However, the necessity of developing spatial visual literacy, and acquisition of relevant theoretical knowledge by experts and educators in CCH has not yet been commonly accepted. This paper outlines an innovative Methodology for developing Spatial Visual Literacy (MSVL)-a crucial tool for CCH and heritage education,-and selected perspectives of its feasibility and applicability to teacher training and also wider interdisciplinary uses. The paper addresses selected lessons from application of some elements of the Methodology as part of previous research and educational scenarios for different objectives and target audiences, from high-school, undergraduate, PhD students, to experts from different areas of expertise within the CCH, to facilitate its uses for teacher training in heritage education.

Technical drawing is the act and discipline of composing drawings that visually communicate how something functions or is constructed. It is essential for expressing ideas in architectural and civil engineering (CE) education. In architectural education, technical drawing is used for communicating the all aspects of a shape/design and detail drawings whereas in CE education it is used for capturing all the geometric features of a product/component with an end goal of conveying all the required information that will allow a manufacturer to produce that component. In both educations, technical drawing course aims to improve the drawing and presentation techniques by gaining skills on 2 and 3 dimensional perception and to teach students how to communicate on a common ground within the framework of certain drawing techniques. In technical drawing course, students learn how to use a visual language (symbols, perspectives, units of measurement, notation systems, visual styles, and page layout) to ensure that the drawing is unambiguous and relatively easy to understand. However, teaching and learning strategies can have different implications for technical drawing course in the architectural and CE education. Besides, learning levels, cognitive development and spatial visualization skills of students can affect academic success in technical drawing course along with those teaching and learning strategies. In this context, the study aims to present the challenges in technical drawing course in architectural and CE education depending on those variables. Also, discussion of improvement techniques and methods that can be applied to technical drawing course from the learning and teaching point of view constitutes another aim of the study.

It is difficult to apply inverse rendering to artistic paintings than photographs of real scenes because (1) shapes and shadings in paintings are physically incorrect due to artistic effects and (2) brush strokes disturb other factors. To overcome this difficulty of non-photorealistic rendering, we make some reasonable assumptions and then factorize the image into factors of shape, (color-and texture-independent) shading, object texture, and brush stroke texture. By transforming and combining these factors, we can manipulate grate paintings, such as relighting them and/or obtaining new views, and render new paintings, e.g., ones with Cézanne's shading and Renoir's brush strokes.

Conventional stereoscopic video content production requires use of dedicated stereo camera rigs which is both costly and lacking video editing flexibility. In this paper, we propose a novel approach which only requires a small number of standard cameras sparsely located around a scene to automatically convert the monocular inputs into stereoscopic streams. The approach combines a probabilistic spatio-temporal segmentation framework with a state-of-the-art multi-view graph-cut reconstruction algorithm, thus providing full control of the stereoscopic settings at render time. Results with studio sequences of complex human motion demonstrate the suitability of the method for high quality stereoscopic content generation with minimum user interaction.

Spatial visualization ability is an important factor in a child's cognitive development. Its development is affected by numerous factors such as general intelligence, problem-solving skills, gender, playing building games, experience with engineering drawing and 3D modelling, etc. The study aimed to explore how engineering 3D modelling with SketchUp computer programme affects the development of students' spatial thinking and visualization in consideration of previous experience with 3D modelling and students' grades in Technics and Technology. The study included 166 11-14-year-old students who were assigned to an experimental and a control group. A pre-and post-test were applied for initial and final testing. To test students' spatial visualization abilities, an experimental tool with the following elements was assembled:

The aim of this study was to develop a valid and reliable spatial skills self-efficacy scale for middle school students. To this end, the study sampled 5th-, 6th-, 7th-, and 8-grade students in the spring term of the 2021-2022 academic year. The data were collected from 1369 students for the pilot study and the validity and reliability analysis to investigate the psychometric properties of the scale. Twenty-five subject matter experts were asked for opinions and Lawshe's content validity ratio (1975) was used to measure the content validity of the scale. The results of the exploratory factor analysis conducted for the construct validity yielded a four-factor structure consisting of seventeen items, which accounted for 41.37 % of the total variance. The factor loadings of the scale items ranged from 0.41 to 0.75. When the fit indices of the model were examined as a result of Confirmatory Factor Analysis, it was determined that the firstorder multifactor structure were within the excellent or acceptable value ranges. The Cronbach's alpha coefficient was found to be 0.77 for the total scale. The results of the independent samples t-test for the upper and lower 27 % groups showed a significant difference between the groups for all scale items. The correlation coefficients of the subscales with one another and with the total scale showed significant positive moderate and high correlations. The test-retest reliability coefficients also showed significant positive moderate and high correlations. These results indicate that the Spatial Skills Self-Efficacy Scale is a measurement tool that produces valid and reliable measurements and can be used to determine the spatial skills self-efficacy of middle school students. ☆ This research is derived from a part of the first author's PhD dissertation entitled 'Investigation of the effect of the Quantum Learning Model on middle school students' spatial skills self-efficacy and spatial skills', written under the supervision of the second author.