دورية أكاديمية
Evolution of Pre-Service Mathematics Teachers' Spatial Visualisation Skills during a Cognitive Load Theory-Based Education
| العنوان: | Evolution of Pre-Service Mathematics Teachers' Spatial Visualisation Skills during a Cognitive Load Theory-Based Education |
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| اللغة: | English |
| المؤلفون: | Feyza Kurban (ORCID |
| المصدر: | Problems of Education in the 21st Century. 2024 82(2):202-235. |
| الإتاحة: | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/ |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Mathematics Teachers, Spatial Ability, Visualization, Cognitive Processes, Difficulty Level, Pattern Recognition, Problem Solving, Skill Development |
| تدمد: | 1822-7864 2538-7111 |
| مستخلص: | This study explores how pre-service mathematics teachers' spatial visualisation skills evolved during a Cognitive Load Theory (CLT) based education. The study used the qualitative theory-testing case study method, which guided the identification of participants, the design of technology-supported education, and the data collection and analysis process. The four participants meeting specific criteria were selected as the study sample. A CLT-based education equipped with technology was provided to help participants overcome difficulties in spatial visualisation problems, improve their existing schemas, and build higher-order schemas. Various teaching approaches (e.g., worked examples) were applied to optimise participants' learning in CLT-based education. The study data (e.g., transcripts of interviews) were analysed using the pattern-matching technique, in which the observed patterns were compared with the derived hypotheses from the theoretic models regarding the problem-solving process and novice-expert schemas. The study achieved remarkable results: In CLT-based education, where teaching approaches have an important role, the improvement in their spatial visualisation skills happened as the participants overcame their challenges in problem-solving steps throughout their cyclic problem-solving processes and gained more knowledge and skills. The participants' acquisition of expertise in spatial visualisation skills went through various developmental stages. They strengthened their initial spatial problem-solving schemas by completing the deficiencies in their prior knowledge. They gained practicality in same category tasks and constructed higher-order problem-solving schemas when dealing with high-category tasks by activating their assimilation and adaptation processes. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1424741 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1822-7864 2538-7111 |
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