Conceptualizing Magnification and Scale: The Roles of Spatial Visualization and Logical Thinking

This study explored factors that contribute to students’ concepts of magnification and scale. Spatial visualization, logical thinking, and concepts of magnification and scale were measured for 46 middle school students. Scores on the Zoom Assessment (an assessment of knowledge of magnification and scale) were correlated with the Test of Logical Thinking (TOLT) and a series of four spatial visualization tests. Results showed that the TOLT was significantly correlated with the Zoom Assessment. There was also a significant correlation between the TOLT and spatial visualization assessments MV1 (Shape Memory), MV2 (Building Memory), the Storage Test, and the Surface Development Test. The implications of this study for further research are discussed.

[1]  M. G. Jones,et al.  Experienced and Novice Teachers’ Concepts of Spatial Scale , 2008 .

[2]  Daniel P. Shepardson,et al.  The role of children's journals in elementary school science activities , 2001 .

[3]  T. Mueller.  Learning to Think Spatially , 2006 .

[4]  M. Gail Jones,et al.  Conceptual Representations of Flu and Microbial Illness Held by Students, Teachers, and Medical Professionals , 2008 .

[5]  Daniel L. Schwartz,et al.  Spatial Learning and Computer Simulations in Science , 2009 .

[6]  S. Kosslyn,et al.  Generating visual images: units and relations. , 1983, Journal of experimental psychology. General.

[7]  Reginald G. Golledge,et al.  Spatial Knowledge Acquisition by Children: Route Learning and Relational Distances , 1992 .

[8]  Kevin Lynch,et al.  The Image of the City , 1960 .

[9]  John Eliot,et al.  Models of Psychological Space: Psychometric, Developmental, and Experimental Approaches , 2011 .

[10]  Richard E. Mayer,et al.  Elements of a Science of E-Learning , 2003 .

[11]  J. Sweller.  COGNITIVE LOAD THEORY, LEARNING DIFFICULTY, AND INSTRUCTIONAL DESIGN , 1994 .

[12]  M. G. Jones,et al.  Accuracy of Scale Conceptions in Science: Mental Maneuverings across Many Orders of Spatial Magnitude. , 2006 .

[13]  James H. Brown,et al.  Scaling in biology: patterns and processes, causes and consequences , 2000 .

[14]  Bethany Broadwell,et al.  Estimating Linear Size and Scale: Body rulers , 2009 .

[15]  John R. Staver,et al.  Implications of piagetian research for high school science teaching: A review of the literature , 1978 .

[16]  Rob Kitchin,et al.  The Effect of Spatial Tasks on Visually Impaired Peoples’ Wayfinding Abilities , 2002 .

[17]  B. Bergum,et al.  Attention and performance IX , 1982 .

[18]  G. Jones,et al.  Proportional Reasoning Ability and Concepts of Scale: Surface area to volume relationships in science , 2009 .

[19]  Anthony E. Richardson,et al.  Spatial knowledge acquisition from maps and from navigation in real and virtual environments , 1999, Memory & cognition.

[20]  Wolfgang Schnotz,et al.  Commentary: Towards an Integrated View of Learning from Text and Visual Displays , 2002 .

[21]  J. Piaget,et al.  The Growth Of Logical Thinking From Childhood To Adolescence: An Essay On The Construction Of Formal Operational Structures , 1958 .

[22]  Geoffrey B. West,et al.  Scaling in Biology , 2000 .

[23]  A. Lawson.  Formal reasoning, achievement, and intelligence: An issue of importance , 1982 .

[24]  F. Paas,et al.  Cognitive Architecture and Instructional Design , 1998 .

[25]  Elaine Marsh,et al.  Mental representations of spatial language , 1998, Int. J. Hum. Comput. Stud..

[26]  Slava Kalyuga,et al.  Managing split-attention and redundancy in multimedia instruction , 1999 .

[27]  Charles Eames,et al.  Powers of ten , 2005 .

[28]  Betty L. Bitner.  Formal operational reasoning modes: Predictors of critical thinking abilities and grades assigned by teachers in science and mathematics for students in grades nine through twelve , 1991 .

[29]  K. Crowley,et al.  From Everyday to Scientific Observation: How Children Learn to Observe the Biologist’s World , 2009 .

[30]  Identifiers Jamaica,et al.  Annual Meeting of the National Association for Research in Science Teaching , 2000 .

[31]  Kenneth Tobin,et al.  The Development and Validation of a Group Test of Logical Thinking , 1981 .

[32]  Eric N. Wiebe,et al.  Understanding Scale: Powers of Ten , 2007 .

[33]  F. J. Langdon,et al.  The Child's Conception of Space , 1967 .

[34]  M. G. Jones,et al.  Conceptual Boundaries and Distances: Students' and Experts' Concepts of the Scale of Scientific Phenomena , 2006 .

[35]  Renée L. Babcock,et al.  An examination of the factor structure of four of the cognitive abilities included in the educational testing service kit of factor-referenced cognitive tests , 1997 .

[36]  Cesar Delgado,et al.  Development of a research -based learning progression for middle school through undergraduate students' conceptual understanding of size and scale , 2009 .

[37]  Barbara Hayes-Roth,et al.  Differences in spatial knowledge acquired from maps and navigation , 1982, Cognitive Psychology.

[38]  Marcia C. Linn,et al.  Theoretical and practical significance of formal reasoning , 1982 .

[39]  Anton E. Lawson,et al.  A Review of Research on Formal Reasoning and Science Teaching. , 1985 .