An investigation of undergraduate students’ spatial thinking about groundwater

2021 ◽  
pp. 1-21
Author(s):  
Holly White ◽  
Cory T. Forbes
Keyword(s):  
Undergraduate Students ◽  
Spatial Thinking

scholarly journals PESQUISA EM REDE SOBRE A PROFICIÊNCIA DO PENSAMENTO ESPACIAL NOS CURSOS DE GRADUAÇÃO EM GEOGRAFIA:

2021 ◽  
Vol 11 (21) ◽  
pp. 05-36
Author(s):  
Ronaldo Goulart Duarte ◽  
Carolina Machado Rocha Busch Pereira ◽  
Denis Richter ◽  
Liz Cristiane Dias ◽  
Valéria de Oliveira Ascenção Roque
Keyword(s):  
Undergraduate Students ◽  
Global Analysis ◽  
Spatial Thinking ◽  
Ability Test ◽  
Spatial Intelligence ◽  
Problem Situations ◽  
Network Research ◽  
Expected Performance ◽  
Thinking Ability ◽  
Problematic Situations

Esse artigo é resultado de uma pesquisa em rede que teve como objetivo identificar em que medida os cursos de graduação em Geografia de cinco Instituições de Ensino Superior (IES) brasileiras contribuem para a proficiência do pensamento espacial dos seus estudantes. Essa investigação se estabeleceu a partir de aplicações do instrumento denominado Teste de Aptidão do Pensamento Espacial (Spatial Thinking Ability Test - STAT, em inglês), elaborado por Lee e Berdnaz (2012), para graduandos iniciantes e finalizantes do curso de Geografia, preferencialmente, licenciandos. A aplicação focada nesses dois grupos, destinou-se a identificação de conhecimentos referentes ao pensamento espacial ao longo da formação de futuros geógrafos. Como resultado, a análise global dos dados indica uma diferença de performance bastante modesta entre alunos do primeiro e do quarto ano da graduação em Geografia e um desempenho inferior ao esperado em termos de percentuais de acertos dos dois grupos em competências avaliadas através de situações-problema que entendemos como mais fáceis. Todo esse esforço investigativo assentou-se no reconhecimento de que o pensamento espacial é uma das condições intelectuais fundamentais para que, posteriormente, os alunos venham produzir a interpretação geográfica de situações problematizadas. Palavras-chaveEnsino de Geografia, STAT, Formação de professores, Inteligência espacial.   NETWORK RESEARCH ON SPATIAL THINKING PROFICIENCY IN UNDERGRADUATE GEOGRAPHY COURSES: first approximations Abstract This article is the result of a network research that aimed to identify to what extent the undergraduate courses in Geography from five brazilian Higher Education Institutions (HEIs) contribute to the spatial thinking proficiency of their students. This investigation was established through applications of the instrument named Spatial Thinking Ability Test (STAT), elaborated by Lee and Bednarz (2012), for beginners and final-year undergraduate students of the Geography course, preferably, undergraduates. The application focused on these two groups, and was intended to identify knowledge regarding to spatial thinking throughout the training of future geographers. As a result, the global analysis of the data indicates a very modest difference in performance between first and fourth-year undergraduate students in Geography and a lower than expected performance in terms of the percentage of correct answers of both two groups in competences assessed through problem-situations that we understand to be easier. All this investigative effort was based on the recognition that spatial thinking is one of the most fundamental intellectual conditions for, subsequently, students become to produce the geographical interpretation of problematic situations. Keywords Geography Teaching, STAT, Teacher training, Spatial intelligence.

scholarly journals effectiveness of learning materials implementation for spatial thinking ability in geographic information systems (GIS) course

2022 ◽  
Vol 6 ◽  
Author(s):  
R. Muhammad Amin Sunarhadi ◽  
Sugeng Utaya ◽  
I Komang Astina ◽  
Budijanto Budijanto ◽  
Pranichayudha Rohsulina
Keyword(s):  
Undergraduate Students ◽  
Spatial Information ◽  
Spatial Thinking ◽  
Control Group ◽  
P Value ◽  
Learning Materials ◽  
Control Group Design ◽  
Thinking Ability ◽  
Post Test ◽  
Equivalent Control

Geography education is realized in learning that combines the study of physical and human geography in a spatial context. GIS Learning in universities is directed to be able to equip students in the use of spatial information which must be accompanied by the ability to manage it cognitively. This study aimed to assess the effectiveness of Spatial Thinking Ability learning materials development. The model used in this research and development study was the Dick & Carey model. Field trial was carried out by experimental research using a Quasi Experiment model. The trial design was Post-test Only, Non-Equivalent Control Group Design. The trial was carried out on sixth-semester undergraduate students at Muhammadiyah Surakarta who had taken a GIS course with as many as 41 students. The activity took place in March 2018. In this study, some students were given treatment in spatial thinking ability learning. The result shows a U value of 56 and a W value of 209. When converted to a Z value, the value is -3.943. Sig value or P-Value of 0.000 <0.05.

scholarly journals Identifying Significant Cognitive Factors for Practicing and Learning Meteorology

2019 ◽  
pp. 1-26 ◽  
Author(s):  
Peggy M. McNeal ◽  
Heather L. Petcovic ◽  
Nicole D. LaDue ◽  
Todd D. Ellis
Keyword(s):  
Undergraduate Students ◽  
Cognitive Factors ◽  
Spatial Thinking ◽  
Visuospatial Working Memory ◽  
Successful Completion ◽  
Training And Education ◽  
Predictor Of Success ◽  
And Performance ◽  
The Relationship ◽  
Experience Questionnaire

Understanding which cognitive factors facilitate meteorology skills is important for meteorology training and education. This study investigated aspects of cognition important to successful completion of meteorology tasks typically provided to student meteorologists. With a sample of 81 participants—spanning the range of experience from undergraduate students to professional meteorologists—we administered two spatial thinking tests, a visuospatial working memory test, a concept inventory, and an experience questionnaire. We compared the resulting scores to performance on a series of novice-level meteorology tasks. An analysis of the data suggests that meteorology knowledge along with disembedding skill (the ability to observe and recognize patterns among nonessential information) positively predicts performance on the meteorological tasks. The relationship among meteorology knowledge, disembedding skill, and performance on the meteorology tasks indicates that disembedding is an important predictor of success at both low and high levels of meteorology knowledge. Thus, our results suggest that individuals with heightened ability to identify patterns embedded in distracting background displays may be at an advantage for completing meteorology tasks of the type that we provided.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Engaging Undergraduate Students in Child Language Research

2014 ◽  
Vol 17 (1) ◽  
pp. 4-16
Author(s):  
Jade H. Coston ◽  
Corine Myers-Jennings
Keyword(s):  
Undergraduate Students ◽  
Student Growth ◽  
Process Data ◽  
Research Knowledge ◽  
Research Dissemination ◽  
Language Sampling ◽  
Language Research ◽  
Language Sample Analysis ◽  
Turn Taking ◽  
Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

Bilingual and Monolingual Students' Perceptions of the CSD Major: A Qualitative Study

2015 ◽  
Vol 18 (1) ◽  
pp. 16-31 ◽  
Author(s):  
Flora Keshishian ◽  
Rebecca Wiseheart
Keyword(s):  
Qualitative Study ◽  
Undergraduate Students ◽  
Critical Role ◽  
School Setting ◽  
The United States ◽  
Bilingual Students ◽  
Speech Language Pathology ◽  
Diverse Environment ◽  
Language Pathology ◽  
Areas Of Interest

There is a growing demand for bilingual services in speech-language pathology and audiology. To meet this growing demand, and given their critical role in the recruitment of more bilingual professionals, higher education institutions need to know more about bilingual students' impression of Communication Sciences and Disorders (CSD) as a major. The purpose of this qualitative study was to investigate bilingual and monolingual undergraduate students' perceptions of the CSD major. One hundred and twenty-two students from a large university located in a highly multicultural metropolitan area responded to four open-ended questions aimed at discovering students' major areas of interest (and disinterest) as well as their motivations for pursuing a degree in CSD. Consistent with similar reports conducted outside the United States, students from this culturally diverse environment indicated choosing the major for altruistic reasons. A large percentage of participants were motivated by a desire to work with children, but not in a school setting. Although 42% of the participants were bilingual, few indicated an interest in taking an additional course in bilingual studies. Implications of these findings as well as practical suggestions for the recruitment of bilingual students are discussed.

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