The Effect of Origami-Based Instruction on Spatial Visualization, Geometry Achievement, and Geometric Reasoning

Autor/inn/en	Arici, Sevil; Aslan-Tutak, Fatma
Titel	The Effect of Origami-Based Instruction on Spatial Visualization, Geometry Achievement, and Geometric Reasoning
Quelle	In: International Journal of Science and Mathematics Education, 13 (2015) 1, S.179-200 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9487-8
Schlagwörter	Foreign Countries; Geometry; Geometric Concepts; Spatial Ability; Visualization; Mathematics Achievement; Mathematical Logic; Grade 10; Secondary School Mathematics; High School Students; Quasiexperimental Design; Pretests Posttests; Control Groups; Experimental Groups; Manipulative Materials; Teaching Methods; Statistical Analysis; Instructional Effectiveness; Mathematics Instruction; Turkey + Suchen Sie Ihr Suchwort? Ausland; Geometrie; Elementare Geometrie; Räumliches Vorstellungsvermögen; Visualisation; Visualisierung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hilfsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Türkei
Abstract	This research study examined the effect of origami-based geometry instruction on spatial visualization, geometry achievement, and geometric reasoning of tenth-grade students in Turkey. The sample ("n" = 184) was chosen from a tenth-grade population of a public high school in Turkey. It was a quasi-experimental pretest/posttest design. A control group (94 students) received regular instruction during a geometry unit in a tenth-grade classroom whereas an experimental group (90 students) received origami-based instruction for 4 weeks. The Spatial Visualization Test (SVT) was used to measure students' spatial visualization ability in this study. The SVT consists of the Card Rotation Test, Cube Comparison Test, and the Paper Folding Test which were originally developed by Ekstrom, French, Harman & Derman (1976) and translated into Turkish by Delialioglu (1996). Besides, Geometry Achievement Test and Geometric Reasoning Test were developed by the researcher to measure geometry achievement level and geometric reasoning level of participants in key aspects of triangles. All tests had versions of pretest and posttest, and these tests were administered to both groups. A repeated-measures Analysis of Variance was used on each test scores to analyze data. The results indicated that origami-based instruction had significant effect on all dependent variables (spatial visualization, geometry achievement, and geometric reasoning). This suggested that origami might be integrated into high school geometry lessons to make geometry learning more effective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01