scholarly journals Development of the Spatial Ability Test for Middle School Students

2017 ◽  
Vol 10 (4) ◽  
pp. 41-54 ◽  
Author(s):  
Sevda Göktepe Yıldız ◽  
◽  
Ahmet Şükrü Özdemir ◽  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Spatial Ability ◽  
School Students ◽  
Ability Test

Spatial Ability Mediates the Gender Difference in Middle School Students' Science Performance

2014 ◽  
Vol 85 (4) ◽  
pp. 1419-1432 ◽  
Author(s):  
Colleen M. Ganley ◽  
Marina Vasilyeva ◽  
Alana Dulaney
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Gender Difference ◽  
Spatial Ability ◽  
School Students ◽  
Science Performance

scholarly journals Students’ ability in science: Results from a test development study

2017 ◽  
Vol 12 (1) ◽  
pp. 14-22
Author(s):  
Cigdem Akkanat ◽  
Murat Gokdere
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Gifted Education ◽  
Conceptual Knowledge ◽  
Performance Test ◽  
Multiple Choice ◽  
Test Battery ◽  
Validity And Reliability ◽  
School Students ◽  
Ability Test

Student’s ability to use and manipulate scientific concepts has been widely explored; however there is still a need to define the characteristics and nature of science ability. Also, the tests and performance scales that require minimal conceptual knowledge to measure this ability are relatively less common. The aim of this study was to develop an objective measure of science ability of gifted middle school students. In order to assess this ability, Science Ability Test Battery was developed by the researchers. The test battery was divided into two sub scales containing; a multiple choice questions achievement test (Science Ability Test) and a performance assessment (Science Performance Test). The initial Science Ability Test consisted of 23 multiple choice items with one correct answer that required students to use science process skills and reasoning. In the study, stratified sampling was used. The test was administered to 280 middle school students in Turkey and the missing data from 26 students were excluded. In order to obtain a proof of content validity, the researchers elicited feedback from five experts in the field of science education and gifted education and necessary corrections were made in accordance of their views and suggestions. This study will be followed by another research to further analyse validity and reliability of the test.   Keywords: science ability, talent, gifted education

Measurement of Spatial Ability: Construction and Validation of the Spatial Reasoning Instrument for Middle School Students

2016 ◽  
Vol 35 (7) ◽  
pp. 709-727 ◽  
Author(s):  
Ajay Ramful ◽  
Thomas Lowrie ◽  
Tracy Logan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mental Rotation ◽  
Spatial Ability ◽  
Spatial Orientation ◽  
Spatial Reasoning ◽  
Item Difficulty ◽  
Spatial Visualization ◽  
Measurement Tool ◽  
School Students

This article describes the development and validation of a newly designed instrument for measuring the spatial ability of middle school students (11-13 years old). The design of the Spatial Reasoning Instrument (SRI) is based on three constructs (mental rotation, spatial orientation, and spatial visualization) and is aligned to the type of spatial maneuvers and task representations that middle-school students may encounter in mathematics and Science, Technology, Engineering and Mathematics (STEM)-related subjects. The instrument was administered to 430 students. Initially, a set of 15 items were devised for each of the three spatial constructs and the 45 items were eventually reduced to 30 items on the basis of factor analysis. The three underpinning factors accounted for 43% of variance. An internal reliability value of .845 was obtained. Subsequent Rasch analysis revealed appropriate item difficulty fit across each of the constructs. The three constructs of the SRI correlated significantly with existing well-established psychological instruments: for mental rotation (.71), spatial orientation (.41), and spatial visualization (.66). The psychometric characteristics of SRI substantiate the use of this measurement tool for research and pedagogical purposes.

scholarly journals The Relationship between Spatial Ability and the Conservation of Matter in Middle School

2020 ◽  
Vol 11 (1) ◽  
pp. 4
Author(s):  
Merryn Cole ◽  
Jennifer Wilhelm ◽  
Briana Marie-McKnight Vaught ◽  
Corinne Fish ◽  
Hailey Fish
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Spatial Ability ◽  
Conceptual Understanding ◽  
Visual Test ◽  
School Students ◽  
Chemistry Students ◽  
Science Technology ◽  
And Mathematics ◽  
The Relationship

Research has shown that spatial ability plays a key role in understanding STEM (Science, Technology, Engineering, and Mathematics) content, including chemistry. Conservation of Matter (CoM) is an essential but challenging topic for chemistry students of all ages to grasp; it is often taught in a way where students memorize it but do not learn what it means conceptually. This research explored the relationship between understanding spatial ability and conceptual understanding of CoM in middle school students. CoM was examined in two ways using the Conservation of Matter Assessment (CoMA): through questions on conservation of atoms and the conservation of mass. Spatial ability was measured using the Purdue Spatial Visual Test: Rotations (PSVT). Significant, moderate correlations were found between spatial ability and understanding of CoM prior to and after a chemistry unit including instruction on CoM; the correlation was stronger after instruction. Scores on the PSVT and CoMA significantly increased pre to post instruction. The data show spatial ability may impact students’ understanding of CoM, which contributes to the literature on factors that impact students’ understanding of chemistry. Additionally, it provides evidence that teachers should consider including spatially rich experiences in their chemistry classroom, such as making explicit connections between the areas of Johnstone’s Triad.

Traumatic experiences and associated symptomatology in Asian American middle school students.

2017 ◽  
Vol 8 (3) ◽  
pp. 209-223
Author(s):  
Elizabeth Davies-Mercier ◽  
Michelle W. Woodbridge ◽  
W. Carl Sumi ◽  
S. Patrick Thornton ◽  
Katrina D. Roundfield ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Asian American ◽  
Traumatic Experiences ◽  
School Students
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