Students drew mainly on peers and materials rather than adults as resources for spatial reasoning, using other students in 44 percent of resource-use instances and adults in 9 percent¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In making sense of FUSE challenges, students used a variety of social and material resources in coordination, with other students the most-used social resource (44 percent) and adults used infrequently (9 percent). → Ramey 2019

Evidence¶

Ramey 2019¶

Ramey, K. E., Stevens, R., & Uttal, D. H. (2019). In-FUSE-ing STEAM Learning with Spatial Reasoning: Distributed Spatial Sensemaking in School-based Making Activities. https://doi.org/10.1037/edu0000422

q2 · i? · qualitative · r?

Categorical coding of resource use during FUSE activities found "other students (44 percent of total instances of resource use) and adults (9 percent)". Percentages are descriptive; no test is reported.

"Social resources included other students (44 percent of total instances of resource use) and adults (9 percent). Material resources included help videos (10 percent), written instructions (7 percent), and diagrams from the FUSE website (3 percent), tinkering with physical or digital materials (28 percent), and sketching or working from sketches (1 percent)."

Discussion¶

Learner Variables¶

• Spatial Ability — outcome: instruction changes it

Related Claims¶

• During FUSE making activities, students engaged in frequent and diverse spatial reasoning, with 9393 coded instances across 13 types spanning all four quadrants of the spatial-skills matrix — related
• Different FUSE challenges facilitated different types of spatial reasoning, with CAD-software challenges eliciting relatively high intrinsic-dynamic and extrinsic-dynamic reasoning — related
• Challenges requiring coordinated movement of multiple people, representations, and objects elicited correspondingly high frequencies of extrinsic-dynamic spatial reasoning — related
• Students' makerspace knowledge practices are mediated multimodally by discourse, materials, embodied actions, and physical space — a broader claim this one bears on