Framing Spatial Cognition: Establishing a Research Agenda

A significant aim of research concerning human intelligence is to develop a comprehensive cognitive map of the human intelligence structure. The evolution of this knowledge base is mirrored through the chronological development of models which frame cognitive domains. The domain of Visual Processing (Gv), commonly known as spatial ability, is a domain which has seen significant advances in the pertinent knowledge base. Models framing this cognitive structure are arguably under-evolved through a lack of representation of factors identified in contemporary research. This paper presents the initial conception of a more comprehensive theoretical framework which builds upon existing theory. It is envisioned that such a framework could support further research exploring the nature of thinking in graphics and other related disciplines. A research agenda is discussed concerning the validation of this framework and its utilization in the holistic assessment of spatial ability

Visualizing Success: Investigating the Relationship between Ability and Self-Efficacy in the Domain of Visual Processing

The purpose of this study is to investigate the spatial reasoning capacities and related self-efficacy beliefs of student teachers. In recent years self-efficacy has been a focal point for those investigating various modes of determinism. The relationship between an individual’s perceptions of their ability to succeed within spatial reasoning tasks is examined in conjunction with their spatial reasoning ability. In this study three tests of spatial ability were administered to align with three unique spatial factors associated with mental rotation. These include Spatial Relations, Speeded Rotation and Spatial Orientation. Self-efficacy within the spatial domain is measured using an adapted Academic Self-Efficacy scale

Design and Technology Education

Abstract Junior Certificate Technical Graphics was introduced in Ireland in 1991 and aimed to develop innovative problem solving aptitudes and knowledge of plane and descriptive geometry (NCCA 1991 This research study aims to evaluate the types of approach to assessment of two different year groups at different stages of the Junior Cycle. The core hypothesis being investigated is whether there is a more sophisticated approach to the assessment evident among the older year groups. In order to achieve this aim a visual protocol similar to Findings indicate that the use of a traditional summative approach to assessment has significant limitations within the subject of Technical Graphics. There are also notable trends occurring in students' approach to the assessment, which seem to rely on a low level of graphical knowledge and problem solving skills. The findings confirm that the older year group adopted a more efficient approach to the assessment but displayed unsophisticated approaches to the application of graphical principles. Some limitations of the summative measurement model are supported by the results of this paper