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International Journal of Technology and Design Education
Erschienen in: International Journal of Technology and Design Education 4/2019

10.09.2018

Problematizing spatial literacy within the school curriculum

verfasst von: Diarmaid Lane, Raymond Lynch, Oliver McGarr

Erschienen in: International Journal of Technology and Design Education | Ausgabe 4/2019

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Abstract

Contemporary research is considering new forms of literacy that extend beyond the skills required to process alphanumeric data. The skills involved in visualising, reasoning, and communicating about 2D and 3D spatial information are commonly referred to as ‘Spatial Literacy’. Research has highlighted a positive relationship between Spatial Literacy and achievement across a diverse range of subject areas. Internationally, researchers have observed that students often have underdeveloped levels of Spatial Literacy on matriculation to third-level courses, particularly in the STEM area. In an attempt to better understand the potential reasons for this, this paper endeavours to unpack the complex nature of Spatial Literacy, its definition and associated metrics. Concerns are raised about the Spatial Literacy levels of Irish students based on international metrics and benchmarking against other jurisdictions. This paper seeks to problematize Spatial Literacy within the Irish educational context with a particular focus on dominant curriculum ideologies and education policy discourse.
Vorheriger Artikel A technology education teaching framework: factors that support and hinder intermediate technology education teachers
Nächster Artikel Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels

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Metadaten
Titel
Problematizing spatial literacy within the school curriculum
verfasst von
Diarmaid Lane
Raymond Lynch
Oliver McGarr
Publikationsdatum
10.09.2018
Verlag
Springer Netherlands
Erschienen in
International Journal of Technology and Design Education / Ausgabe 4/2019
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI
https://doi.org/10.1007/s10798-018-9467-y

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