Examining the Relations between Spatial Skills, Spatial Anxiety, and K-12 Teacher Practice

Autor/inn/en	Atit, Kinnari; Rocha, Kelsey
Titel	Examining the Relations between Spatial Skills, Spatial Anxiety, and K-12 Teacher Practice
Quelle	In: Mind, Brain, and Education, 15 (2021) 1, S.139-148 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atit, Kinnari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12274
Schlagwörter	Spatial Ability; Anxiety; Teaching Methods; STEM Education; Visualization; Object Manipulation; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Angst; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Visualisation; Visualisierung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Spatial skills are important for student success in STEM disciplines at the K-12 educational level. Teachers' spatial skills and feelings about completing spatial tasks influence their teaching as well as their students' spatial learning. However, the relation between teachers' spatial skills and their spatial anxiety is not well understood. Here we investigated if teachers' spatial skills influence two kinds of small-scale spatial anxiety: (a) anxiety for tasks involving visual imagery and (b) anxiety for tasks involving mental manipulations. In addition, we investigated if teachers' spatial skills in conjunction with their small-scale spatial anxiety influence the integration of spatial practices, such as gestures and diagrams, into their teaching. Eighty-two K-12 teachers completed two subscales of small-scale spatial anxiety, a measure of spatial skills, and a teaching activities questionnaire. Results indicate that teachers' spatial skills are negatively associated with their spatial anxiety for mental manipulation tasks, and positively associated with their use of spatial practices. These findings highlight the need to account for teachers' spatial skills when considering how to improve students' spatial learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01