Investigating The Relations Between Elementary School Teachers’ Spatial Cognition & Affect And Preferences For Spatial Pedagogical Practices - Info and Reading Options

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In the United States, the number of jobs within the science, technology, engineering and mathematics (STEM) fields is increasing; thus, producing an ever-expanding need to prepare students for a college career in the STEM disciplines (Executive Office of the President, 2018; U.S. Department of Education, 2013). But it has been found that K-12 students often are not prepared for such an undertaking (National Center for Education Statistics, 2015; National Center for Education Statistics, 2019a). In order to keep up with this increased demand for STEM career workers, there is a call to improve K-12 STEM education (National Research Council, 2013; Li et al., 2020) and the number of students who enter into STEM content majors. Research suggests that spatial skills, the set of cognitive skills that are responsible for our understanding of objects in real and imagined spaces (Verdine et al., 2017; Uttal et al., 2013), may be a gate-keeper for STEM success (Uttal & Cohen, 2012; Steiff & Uttal, 2015). We use our spatial skills in day to day life doing a variety of tasks, such as parallel parking or organizing groceries into our refrigerators. Not only are these skills that we use a part of day to day life, but they have been found to predict STEM success at every level of education (Hodgkiss et al., 2018; Wai et al., 2009, Lubinski & Benbow, 2006). Much effort has been devoted to understanding students’ spatial cognition and its impacts. However, despite ample evidence of the impact that K-12 teachers’ cognition and affect have on student outcomes (Beilock et al., 2010; Fennema et al., 1990; Otumfuor & Carr, 2017), there are few studies that have looked at teachers’ spatial cognition and affect (i.e. spatial skills, spatial anxiety, spatial habits of mind) and their impact on teachers’ spatial pedagogy. Even fewer studies have honed in on these relations in K-6 teachers, a population which should be considered crucial given the impact that spatial skills developed in these years have on later STEM achievement (Wai et al., 2009; Lubinski & Benbow, 2006) and STEM persistence (Atit et al., 2021). Given the importance of classroom experiences and their potential to be a critical source for developing necessary spatial cognition in the PreK-5 levels, this study aims to gain a better understanding of the relations between the various components of elementary school teachers’ spatial cognition, affect, and their preferences for using spatial instructional practices.

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