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|Title:||Students' Use of Multiple Strategies for Spatial Problem Solving|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Stieff, M., Ryu, M., & Dixon, B. (2010). Students' Use of Multiple Strategies for Spatial Problem Solving. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 765-772). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||In scientific problem solving, spatial thinking is critical for reasoning about spatial relationships in three-dimensions and representing spatial information in diagrams. Despite the importance of spatial thinking, little is known about the underlying cognitive components of spatial thinking and the strategies that students employ to solve spatial problems. Namely, it is unclear whether students employ imagistic reasoning strategies while engaged in spatial thinking. In the present study, we investigate which strategies students use to solve spatial chemistry problems and the relationships between strategy choice, achievement, spatial ability and sex. The results indicate that students employ multiple strategies that include the use of diagrams and heuristics rather than merely relying on imagistic reasoning. Moreover we observed women to employ strategies differently than men after extended instruction in the domain.|
|Appears in Collections:||ICLS 2010|
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