Visualization, inductive reasoning, and memory span as components of fluid intelligence: Implications for technology education

File under CHC domains of Gf, Gwm, Gc and STEM

Visualization, inductive reasoning, and memory span as components of fluid intelligence: Implications for technology education. Article link.

Jeffrey Buckleya, Niall Seerya, Donal Cantyc, Lena Gumaelius

International Journal of Educational Research, 90 (2018) 64–77

ABSTRACT

The philosophy and epistemology of technology education are relatively unique as the subject largely focusses on acquiring task specific relevant knowledge rather than having an explicit epistemological discipline boundary. Additionally, there is a paucity of intelligence research in technology education. To support research on learning in technology education, this paper describes two studies which aimed to identify cognitive factors which are components of fluid intelligence. The results identify that a synthesis of visualization, short-term memory span and inductive reasoning can account for approximately 28% to 43% of the variance in fluid intelligence. A theoretical rationale for the importance of these factors in technology education is provided with a discussion for their future consideration in cognitive interventions.


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Teaching spatial cognition and thinking. Embodied cognition design principles

Teaching students to think spatially through embodied actions: Design principles for learning environments in science, technology, engineering, and mathematics

D. DeSutter* and M. Stieff

Abstract

Spatial thinking is a vital component of the science, technology, engineering, and mathematics curriculum. However, to date, broad development of learning environments that target domain-specific spatial thinking is incomplete. The present article visits the problem of improving spatial thinking by first reviewing the evidence that the human mind is embodied: that cognition, memory, and knowledge representation maintain traces of sensorimotor impressions from acting and perceiving in a physical environment. In particular, we review the evidence that spatial cognition and the ways that humans perceive and conceive of space are embodied. We then propose a set of design principles to aid researchers, designers, and practitioners in creating and evaluating learning environments that align principled embodied actions to targets of spatial thinking in science, technology, engineering, and mathematics.

Click on image to enlarge. Article link.




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