scholarly journals Spatial Thinking in Term and Preterm-Born Preschoolers: Relations to Parent–Child Speech and Gesture

2021 ◽  
Vol 12 ◽  
Author(s):  
Sam Clingan-Siverly ◽  
Paige M. Nelson ◽  
Tilbe Göksun ◽  
Ö. Ece Demir-Lira
Keyword(s):  
Spatial Information ◽  
Block Design ◽  
Spatial Language ◽  
Formal Schooling ◽  
Spatial Skills ◽  
Life Outcomes ◽  
Mental Transformation ◽  
Spatial Performance ◽  
And Mathematics ◽  
Preterm Born

Spatial skills predict important life outcomes, such as mathematical achievement or entrance into Science, Technology, Engineering, and Mathematics (STEM) disciplines. Children significantly vary in their spatial performance even before they enter formal schooling. One correlate of children's spatial performance is the spatial language they produce and hear from others, such as their parents. Because the emphasis has been on spatial language, less is known about the role of hand gestures in children's spatial development. Some children are more likely to fall behind in their spatial skills than others. Children born premature (gestational age <37 weeks) constitute such a risk group. Here, we compared performance of term and preterm-born children on two non-verbal spatial tasks—mental transformation and block design. We also examined relations of children's performance on these tasks to parental spatial language and gesture input and their own production of spatial language and gesture during an independent puzzle play interaction. We found that while term and preterm-born children (n = 40) as a group did not differ in the mental transformation or block design performance, children varied widely in their performance within each group. The variability in mental transformation scores was predicted by both a subset of spatial words (what aspects of spatial information) and all spatial gestures children produced. Children's spatial language and gesture were in turn related to their parents' spatial language and gesture. Parental spatial language and gesture had an indirect relation on children's mental transformation, but not block design, scores via children's spatial language, and gesture use. Overall, results highlight the unique contributions of speech and gesture in communicating spatial information and predicting children's spatial performance.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

Digital Native Students

2017 ◽  
Vol 7 (2) ◽  
pp. 13-26 ◽  
Author(s):  
Su-Ting Yong
Keyword(s):  
Gender Gap ◽  
Computer Games ◽  
Qualitative Interviews ◽  
Mathematics Learning ◽  
Spatial Abilities ◽  
Native Students ◽  
Digital Native ◽  
Spatial Skills ◽  
And Mathematics ◽  
The Many

The purpose of this study was to explore gender differences among digital native students in mathematics learning and gaming. A quantitative dominant mixed methods approach was employed in which quantitative surveys [174 students] and qualitative interviews [eight students, eight parents and six teachers] were administered concurrently. Data collected has revealed that students are characterized as digital natives and do not portray a significant gender gap in technology usage. Nevertheless, males and females tend to demonstrate their digital native characteristics differently. Males are more likely to play computer games and acknowledge the many benefits of gaming. Moreover, boys have better spatial skills and they are more confident in mathematics. While females still lag behind males in spatial abilities and mathematics confidence in the past, digital native females are not helping to close the gender gap. Essentially, girls could play more computer games to strengthen their spatial abilities.

scholarly journals From Virtual Field Trip to Geologically-Reasoned Decisions in Yosemite Valley

2021 ◽  
Author(s):  
Nicolas C. Barth ◽  
Greg M. Stock ◽  
Kinnari Atit
Keyword(s):  
Spatial Information ◽  
Opportunity To Learn ◽  
Field Trip ◽  
Google Earth ◽  
Learning Goals ◽  
Spatial Skills ◽  
Yosemite Valley ◽  
Wide Range ◽  
Virtual Field ◽  
Virtual Field Trip

Abstract. This study highlights a Geology of Yosemite Valley virtual field trip (VFT) and companion exercises produced as a four-part module to substitute for physical field experiences. The VFT is created as an Earth project in Google Earth Web, a versatile format that allows access through a web browser or Google Earth app with the sharing of an internet address. Many dynamic resources can be used for VFT stops through use of the Google Earth Engine (global satellite imagery draped on topography, 360° street-level imagery, user-submitted 360° photospheres). Images, figures, videos, and narration can be embedded into VFT stops. Hyperlinks allow for a wide range of external resources to be incorporated; optional background resources help reduce the knowledge gap between general public and upper-division students, ensuring VFTs can be broadly accessible. Like many in-person field trips, there is a script with learning goals for each stop, but also an opportunity to learn through exploration as the viewer can dynamically change their vantage at each stop (i.e. guided discovery learning). This interactive VFT format scaffolds students’ spatial skills and encourages attention to be focused on a stop’s critical spatial information. The progression from VFT to mapping exercise to geologically-reasoned decision-making results in high quality student work; students find it engaging, enjoyable, and educational.

scholarly journals PENGARUH DOSIS RAGI DAN PENAMBAHAN GULA TERHADAP KUALITAS GIZI DAN ORGANOLEPTIK TAPE BIJI GANDUM

Agric ◽  
2016 ◽  
Vol 26 (1) ◽  
pp. 75
Author(s):  
Jalalina Abdillah ◽  
Nugraheni Widyawati ◽  
Suprihati
Keyword(s):  
Analysis Of Variance ◽  
Block Design ◽  
Wheat Grain ◽  
Christian University ◽  
Randomized Block Design ◽  
Honestly Significant Difference ◽  
Sugar Addition ◽  
Significant Difference ◽  
And Mathematics

<p>Tape yeast in certain dose is required in making tape. Addition of 5% sugar could increase the sweetness as well as energy for the microorganissm. The experiment about the effect of yeast dosage and sugar addition on the quality of wheat grain tape in the Laboratory of Faculty of Science and Mathematics Satya Wacana Christian University started from 29th February until 23rd April 2012. This research used Randomized Block Design (RBD) with six treatments as follows: 1% yeast; 2% yeast; 3% yeast; 1% yeast with sugar; 2% yeast with sugar; 3% yeast with sugar. Finally, data of the result were analyzed using analysis of variance (ANOVA) and honestly significant difference (HSD) at 5% level. The research showed that: 1) 1% yeast dose had the highest quality of wheat tape compared to 2% and 3% yeast dose, 2) 1% yeast dose with sugar gave the best taste from organoleptic test.</p>

scholarly journals Gender Differences in Early Literacy and Mathematics Achievement and Self-regulatory Behaviours in the First Year of School: An Australian Study

2017 ◽  
Vol 42 (1) ◽  
pp. 70-78 ◽  
Author(s):  
Sue Walker ◽  
Donna Berthelsen
Keyword(s):  
Gender Differences ◽  
Data Collection ◽  
Early Literacy ◽  
Mathematical Thinking ◽  
Academic Learning ◽  
First Year ◽  
Formal Schooling ◽  
Language Competence ◽  
Children's Literacy ◽  
And Mathematics

THIS PAPER PRESENTS ANALYSES of gender differences in classroom behaviours (e.g. attentiveness and task persistence) and early academic outcomes. Data is drawn from Growing Up in Australia: The Longitudinal Study of Australian children (LSAC). In these analyses, data from Wave 1 data collection (2004) and Wave 2 data collection (2006) for the Kindergarten Cohort are used. A sample of 2315 children who were in Year 1 of school at Wave 2 data collection are the focus for the analyses reported. The analyses draw on teacher ratings of children's literacy and language competence and mathematical thinking in Year 1 of school; as well as ratings of children's self-regulatory behaviour in the classroom and level of problem behaviours. Girls were rated by their teachers as having better literacy and language outcomes that were predicted by more positive classroom behaviours. Results are discussed with respect to the influence of children's classroom behaviours on academic learning at the beginning of formal schooling.

scholarly journals Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills

2021 ◽  
Vol 73 ◽  
pp. 101417
Author(s):  
Katie A. Gilligan-Lee ◽  
Alex Hodgkiss ◽  
Michael S.C. Thomas ◽  
Pari K. Patel ◽  
Emily K. Farran
Keyword(s):  
Language Skills ◽  
Spatial Language ◽  
Mathematics Skills ◽  
And Mathematics

Spatial Skills, Reasoning, and Mathematics

2019 ◽  
pp. 100-123 ◽  
Author(s):  
Nora S. Newcombe ◽  
Julie L. Booth ◽  
Elizabeth A. Gunderson
Keyword(s):  
Spatial Skills ◽  
And Mathematics

scholarly journals The Causal Impact of Schooling on Children’s Development: Lessons for Developmental Science

2019 ◽  
Vol 28 (5) ◽  
pp. 441-449 ◽  
Author(s):  
Frederick J. Morrison ◽  
Matthew H. Kim ◽  
Carol M. Connor ◽  
Jennie K. Grammer
Keyword(s):  
Academic Success ◽  
Formal Schooling ◽  
Life Outcomes ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Developmental Science ◽  
Wide Range ◽  
Causal Impact ◽  
Children's Development ◽  
Children’S Development

Entry into formal schooling is a signature developmental milestone for young children and their families and represents an important period of cognitive, social, and emotional development. Until recently, few researchers have attempted to isolate the unique impact of schooling on children’s developmental and academic outcomes. The application of quasiexperimental methods has provided researchers with the tools to examine when and how schooling shapes children’s development. In this article, we summarize three main insights from this work: (a) Schooling produces major, unique changes in children’s growth across a wide range of psychological processes important for learning; (b) the effects of schooling are not universal across all domains; and (c) schooling impacts cognitive processes that are not explicitly taught. We also propose that a deeper look at classroom instruction and brain development can expand our understanding of how schooling influences academic success and positive life outcomes and provide a model for developmental science more broadly.

scholarly journals Optimasi Produksi Inulinase oleh Khamir Pichia manshurica DUCC Y-015 pada Tepung Umbi Dahlia (Dahlia variabilis Willd.) dengan Variasi Konsentrasi K2HPO4 dan Waktu Inkubasi

2016 ◽  
Vol 18 (2) ◽  
pp. 48
Author(s):  
Inggrit Amedia ◽  
Wijanarka Wijanarka ◽  
Susiana Purwantisari
Keyword(s):  
Incubation Time ◽  
Block Design ◽  
Nutrient Content ◽  
Significance Level ◽  
Time Treatment ◽  
Pichia Manshurica ◽  
Dahlia Variabilis ◽  
Market Needs ◽  
And Mathematics ◽  
Department Faculty

Sugar national supply more and more decreases and can not meet the market needs. The research has been done to find alternative natural sweeteners including inulin from dahlia tubers (D. variabilis Willd). Dahlia tuber can produce 95% of yield of fructose syrup in an enzimatic reaction by inulinase (E.C.3.2.1.7). Inulinase is inductive enzyme that can be produce by P. manshurica. The production of fructose needs to be optimized to get optimum product. The optimization can be done by modifying the nutrient content in the medium such as K2HPO4 and variation of incubation time. The purpose of this study is to determine the concentration of K2HPO4 and optimum incubation time for P. manshurica. This research was conducted in Microbiology Laboratory, Biology Department, Faculty of Science and Mathematics Undip. The examined variable is the growth of yeast cell, inulinase activity, invertase, and the I/S ratio. This research was conducted experimentally using Randomized Complete Block Design (RCBD) factorial pattern with 2 factors, the first factor was the concentration of K2HPO4 (P), with concentration  level (g/L) of 0.5 (P1), 1.0 (P2), and 1.5 (P3). The second factor was incubation time (W) with 12 hours (W12), 18 hours (W18), and 24 hours (W24). Every treatment was repeated three times. The collected data were analyzed using ANOVA. If there was a treatment effect, it will be continued with Duncan test on 5% significance level. The result of analysis show that the highest cell growth and the maximum production of inulinase enzyme was in P3W24 occurs in P3W24 (K2HPO4 1.5 g/L and 24 hours incubation time) treatment at 0.428 IU, but efficient in P1W12 treatment as much as 0.365 IU. Keywords: Dahlia variabilis Willd., Inulinase, K2HPO4, Pichia manshurica DUCC Y-015, incubation time

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