Developing Visuospatial Thinking Skills

Visuospatial thinking skills are essential for many professional and educational fields, including science, technology, engineering, art, and mathematics (S.T.E.A.M.). The ability to rotate objects mentally is foundational to various types of spatial abilities, e.g. spatial visualization, perspective taking, spatial relations, etc. (Caroll, 1993). In order to attain and maintain mental rotation skills, the process of explicit decomposing the movements involved during the rotational process is required to embolden learning and conceptualization. In pilot studies, I found when learners verbally confirm the thinking and planning methods before performing rotation tasks, it helps learners formulate a complete mental rotation understanding. Moreover, this augments learners’ abilities to transfer the skill to other types of spatial oriented tasks. The dissertation study further investigated how explicitly planning as a type of training during 3D manipulations helps learners improve their abilities at mental rotation and other spatial thinking skills. Students from New York City metropolitan area (n=127) were recruited and consented to participate in the study. Using a 2x2 factorial between-subjects design plus a control, students were randomly assigned to one level of propositional explanation (explicit propositional integration vs. without) and one of training environment or rotational method (computer-assisted vs. physical-manipulation), or to a control group (no rotation). In the manipulation, learners operated the rotation of seven distinct stimuli in either single or multiple rotations for a total of 42 training trials over two 50-minute sessions on two separate days. I assessed mental rotation abilities using a pre and post repeated measures of the Vandenberg and Kuse Mental Rotation Task and two standardized post-assessments, the Surface Development Task for near transfer of rotational skills and the far transfer of the Topographical Map Assessment. Overall, this dissertation confirmed that learners who engaged in explicitly integrating propositional in explaining their planning process improved in their 3D Spatial thinking skills and outperformed students who did not explicitly integrate their plans to complete the same spatial tasks on both the direct and near transfer tasks. There were no differences on the measures of far transfer. Results from this study can inform professionals ranging from educators to instructional designers as well as child developmentalists and caretakers. By coupling explicit explanations with internal spatial thinking, individuals can improve their 3D spatial thinking skills with prospects for benefits that extend not only into everyday activities but additional activities in S.T.E.A.M. related endeavors

Seismic Behavior of Pile-Supported Bridges

An analytical technique of integrating a bridge structure and its soil-foundation system into the complete global model is proposed for seismic soil-structure interaction analysis of pile -supported bridges. A simple yet realistic model for single piles and grouped piles is developed based on dynamic beam-on-nonlinear-Winkler-foundation methods. Performance of the proposed single - pile and pile -foundation model in predicting static and dynamic response to vertical and lateral loads is validated through comparisons with both experimental results and analytical results from several other investigators. Performance of the integrated soil-foundation-structure model of the entire bridge is justified through comparisons with recorded responses of a road bridge in Japan. Parametric studies are also conducted to evaluate the sensitivity of the results to uncertainties in determining system parameters. The presented modeling technique is applied for seismic analysis of an existing truss-arch bridge spanning across the Mississippi River in southern Illinois (the Cairo Bridge). The nonlinear time-history analysis is performed using input motions obtained from ground response analysis of bedrock motions artificially generated for the Cairo area. Comparison studies of dynamic characteristics and seismic response of the bridge obtained from the integrated model and those obtained from other foundation models (the fixed-base model, and the equivalent linear and nonlinear foundation spring models) are conducted. The results promote the use of the integrated model and emphasize the importance of the soil-structure interaction in seismic analysis of pile - supported bridges. The proposed model is applied to perform seismic performance evaluation of the Cairo Bridge for different excitation intensities and to identify an appropriate retrofit strategy for the bridge. Applications of the pile group model to investigate the behavior of retrofitted foundations and to develop a simple method of evaluating foundation characteristics are presented.National Science Foundation EEC-970178

Management system of islamic private secondary schools in Bangkok, Thailand

This study discusses the establishment of Islamic Private Secondary Schools in Bangkok and the schools’ management system which comprises of the organizational structure, school finance, school physical facilities, teaching staff and parents’ involvement in the school. This study will also identify some problems and obstacles that inhibit the effectiveness of the schools, and followed by suggestions to improve the schools toward the betterment. The data were collected through library research, interview with the headmasters and teachers in the schools, and, direct observation. The findings of the study show that the growth of Islamic private schools in Bangkok was a continuation of the Pondok institution which had developed throughout the years formerly from Pattani. The aims of these schools were to produce God conscious people with exemplary moral characters based on the Quran and Prophetic tradition, and, producing students who can apply knowledge in real life and preaching it to others. However, the principals’ perception of the problems faced by the Islamic Private Secondary Schools in Bangkok referred to various problems such as financial problem, lack of government support, and, lack of parent commitment. Finally, the researcher provides relevant suggestions to improve the schools betterment and enhance students’ achievement

M3-Situating Embodied Learning: Embedding Gestures in Narratives to learn Mathematical FrActions in a digital tablet environment

Researchers developed Iteration-1 of a digital tablet tutorgame exploring the impact of narratives (strong (S) vs. weak (W)) and gestural mechanics (conceptual (C) vs. deictic (D)) on players’ understanding of mathematical fractions. In a two-by-two factorial design, 3rd, 4th, and 5th grade elementary students at an afterschool program in Harlem, NYC (NTTL=72; x̄AGE=10.31 years [1.64], 67% female) were randomly assigned to play one of the four tutor-game environments (SC, SD, WC, WD). Pre/post scores on formal fractions assessments showed significant learning for all groups. Tutor-log data revealed that students using conceptual gestures were significantly more accurate at estimating and denominating fractions than students using deictic gestures. Observational notes, student exit surveys and clinical interviews corroborated that many students used the tutors’ gestures in their explanations of fractions. This collection of data is used to discuss the impact of gesture and narrative on learning fractions and digital-tutor design

From Abstract to Concrete - Evidence for designing learning platforms that adapt to user's proficiencies.

Digital-tablets distribute cognition through visual, auditoryand haptic interactivity. We designed a tutor-game thatexplored how narratives ((S)trong/(W)eak) and gestures((I)conic/(D)eictic) could be combined to situate embodiedlearning. Students played seven levels of a fractions gamedesigned to teach them how to create and compare fractions.One hundred thirty-one students (N=131, age x̄ =8.78 yrs,52.6% Female) were randomly assigned to one of four groups(SI, SD, WI, WD) in a 2x2 factorial experiment. Studentscompleted pre/post direct and transfer assessments and tutor-game log data was mined to explore characteristics ofstudents learning. Results revealed a significant interactionbetween narrative and gesture moderated by studentproficiency. In effect, students new to fractions performedbetter in an abstract environment using deictic (pointing)gestures. However, as students' proficiencies improved, theylearned better using iconically enactive gestures in strongnarrative with setting, characters and a plot. This hasimportant implications for designing adaptive learningplatforms and curricula for teaching fractions