Scaffolding spatial problem solving in science: Guidelines derived from theory and research
Spatial skills have been recognized as a predictor of achievement and performance in Science disciplines. These skills are expressed through different problem-solving strategies, depending on content, students’ characteristics and provided representations. The purpose of this article is to identify...
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| Format: | Article |
| Language: | English |
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European Association of Geographers
2022-01-01
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| Series: | European Journal of Geography |
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| Online Access: | https://eurogeojournal.eu/index.php/egj/article/view/50 |
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| _version_ | 1846099811282976768 |
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| author | Christos-Vonapartis KOSMIDIS Nikos LAMBRINOS |
| author_facet | Christos-Vonapartis KOSMIDIS Nikos LAMBRINOS |
| author_sort | Christos-Vonapartis KOSMIDIS |
| collection | DOAJ |
| description |
Spatial skills have been recognized as a predictor of achievement and performance in Science disciplines. These skills are expressed through different problem-solving strategies, depending on content, students’ characteristics and provided representations. The purpose of this article is to identify critical issues in scaffolding students’ spatial problem solving in science, based on the development of alternative strategies through the interaction with multiple representations. Perceiving representations as tools, their beneficial effect on problem-solving is interpreted through the mediated action theory. Taking into account cognitive and developmental theories and research findings, a framework that includes critical dimensions, like representations’ characteristics and students’ age, is proposed.
Finally, we consider the possible potential of geospatial representations for introducing students in science problem-solving and conclude by examining implications for research.
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| format | Article |
| id | doaj-art-83ae2ac2ed4249f3a827fa4dac43f173 |
| institution | Kabale University |
| issn | 1792-1341 2410-7433 |
| language | English |
| publishDate | 2022-01-01 |
| publisher | European Association of Geographers |
| record_format | Article |
| series | European Journal of Geography |
| spelling | doaj-art-83ae2ac2ed4249f3a827fa4dac43f1732024-12-31T06:56:30ZengEuropean Association of GeographersEuropean Journal of Geography1792-13412410-74332022-01-0194Scaffolding spatial problem solving in science: Guidelines derived from theory and researchChristos-Vonapartis KOSMIDIS Nikos LAMBRINOS Spatial skills have been recognized as a predictor of achievement and performance in Science disciplines. These skills are expressed through different problem-solving strategies, depending on content, students’ characteristics and provided representations. The purpose of this article is to identify critical issues in scaffolding students’ spatial problem solving in science, based on the development of alternative strategies through the interaction with multiple representations. Perceiving representations as tools, their beneficial effect on problem-solving is interpreted through the mediated action theory. Taking into account cognitive and developmental theories and research findings, a framework that includes critical dimensions, like representations’ characteristics and students’ age, is proposed. Finally, we consider the possible potential of geospatial representations for introducing students in science problem-solving and conclude by examining implications for research. https://eurogeojournal.eu/index.php/egj/article/view/50Education for Sustainability, textbook analysis, Primary Education |
| spellingShingle | Christos-Vonapartis KOSMIDIS Nikos LAMBRINOS Scaffolding spatial problem solving in science: Guidelines derived from theory and research European Journal of Geography Education for Sustainability, textbook analysis, Primary Education |
| title | Scaffolding spatial problem solving in science: Guidelines derived from theory and research |
| title_full | Scaffolding spatial problem solving in science: Guidelines derived from theory and research |
| title_fullStr | Scaffolding spatial problem solving in science: Guidelines derived from theory and research |
| title_full_unstemmed | Scaffolding spatial problem solving in science: Guidelines derived from theory and research |
| title_short | Scaffolding spatial problem solving in science: Guidelines derived from theory and research |
| title_sort | scaffolding spatial problem solving in science guidelines derived from theory and research |
| topic | Education for Sustainability, textbook analysis, Primary Education |
| url | https://eurogeojournal.eu/index.php/egj/article/view/50 |
| work_keys_str_mv | AT christosvonapartiskosmidis scaffoldingspatialproblemsolvinginscienceguidelinesderivedfromtheoryandresearch AT nikoslambrinos scaffoldingspatialproblemsolvinginscienceguidelinesderivedfromtheoryandresearch |