The main purpose of this study was to investigate preservice teachers&rsquo / spatial visualization ability, geometry self-efficacy, and spatial anxiety regarding undergraduate program and gender. The other purpose of the study was to investigate the relationship among preservice teachers&rsquo / spatial visualization ability, geometry self-efficacy, and spatial anxiety. The data were collected from 1007 third and fourth grade preservice teachers who were enrolled in Elementary Mathematics Education (EME), Elementary Science Education (ESE), and Early Childhood Education (ECE) programs of four universities in Ankara. The measuring instruments were Spatial Visualization Test (SVT), Geometry Self-Efficacy (GSE) Scale, and Spatial Anxiety (ANX) Scale. The results indicated that there was a significant difference between undergraduate programs regarding spatial visualization ability levels. The EME students had significantly higher SVT scores than the ESE and the ECE students. Moreover, it was concluded that males had significantly higher spatial visualization scores than females. In addition, ECE students&rsquo / geometry self-efficacy was significantly lower than that of both EME and ESE students. The geometry self-efficacy scores of female preservice teachers were found significantly lower than of male preservice teachers. Furthermore, the significant difference in spatial anxiety levels was found only between EME and ESE students where EME students&rsquo / spatial anxiety levels were higher than ESE students. Moreover, ECE students had the lowest spatial anxiety among other programs. The spatial anxiety levels of males were less than females in all three undergraduate programs. Finally, Pearson product-moment correlation analysis indicated a positive correlation between GSE and SVT scores. Moreover, the negative correlation was found between ANX and SVT scores, and between ANX and GSE scores.

As habilidades espaciais, em particular a de visualização, são intensamente requeridas por inúmeras profissões artísticas, técnicas e científicas. Muitos estudos mostram que a visualização espacial pode ser desenvolvida e melhorada através de atividades apropriadas, por exemplo, os cursos de Desenho Técnico e Geometria Descritiva. Este trabalho propõe a especificação e o desenvolvimento de uma ferramenta didática para apoio ao ensino de Geometria Descritiva baseada em técnicas de Realidade Virtual, em especial a estereoscopia. A ferramenta proposta destina-se a permitir a execução dinâmica de construções geométricas tridimensionais, possibilitando a criação de situações espaciais pelo usuário, neste caso, o professor em sala de aula. Visando incrementar a percepção das relações espaciais entre os elementos representados, foi adotada a projeção estereoscópica passiva, o que permitirá aos estudantes a visualização da geometria em três dimensões, com percepção da profundidade. Além disso, a ferramenta inovadora proposta se caracteriza como uma solução de baixo custo e viável para uso por grandes grupos. A metodologia de avaliação utilizada na pesquisa experimental envolveu três grupos distintos de estudantes: controle, teste-estéreo e teste-mono. O primeiro recebeu instrução convencional de Geometria Descritiva enquanto que os demais foram expostos à nova ferramenta, operando em modo estereoscópico e, no terceiro caso, sem este recurso. Os principais efeitos do uso do sistema nas aulas tradicionais de Geometria Descritiva indicaram que os três grupos de estudantes analisados apresentaram melhoras no desenvolvimento de suas habilidades espaciais. No entanto, não foi possível detectar diferença estatisticamente significativa pela análise dos ganhos médios proporcionados pelos tratamentos diferenciados empregados na pesquisa experimental. Além da avaliação quantitativa, a pesquisa envolveu a aplicação de uma avaliação qualitativa, que indicou melhor aceitação da ferramenta pelos estudantes, se comparada aos métodos convencionais de ensino. Os resultados obtidos mostraram que a tecnologia estereoscópica se apresenta como uma boa alternativa a ser explorada em sala de aula contribuindo para a aprendizagem do tema. / Spatial skills, specially visualization, are intensely required by numerous artistic, technical and scientific professions. Many studies show that spatial visualization can be developed and improved through appropriate activities like, for example, Technical Drawing and Descriptive Geometry courses. This work proposes the specification and development of a didactic tool to support teaching of Descriptive Geometry based on Virtual Reality techniques, particularly the stereoscopy. The tool is designed to enable the dynamic execution of three-dimensional geometric constructions, allowing the creation of spatial situations by the user, i.e. the teacher in the classroom. Aiming to increase the perception of spatial relationships between the elements represented, a passive stereoscopic projection was adopted, which will allow students to visualize the geometry in three dimensions, with depth perception. In addition, the proposed innovative tool represents a low cost solution, feasible for using by large groups. The evaluation methodology used in the experimental research involved three separate groups of students: control, mono-test and stereo-test. The first received conventional instruction in Descriptive Geometry while the others were exposed to the new tool, operating in stereo mode and, the third case, without this feature. The main effects of system usage in traditional classes of Descriptive Geometry indicated that the three groups of students showed improvements in the development of their spatial skills. However, no statistically significant difference was verified by analysis of the mean gain provided by the different treatments used in the experimental research. In addition to the quantitative evaluation, the research involved the application of a qualitative evaluation, which indicated the tool was better accepted by students, if compared to the conventional methods of teaching. The obtained results showed that stereoscopic technology is a good alternative to be used in the classroom, contributing to the learning of the theme.

The purposes of the study were to investigate the effects of visual treatment on students&rsquo / opinion in terms of thinking process and students&rsquo / opinion in terms of feelings in the spatial ability activities / to investigate the effects of visual treatment on student&rsquo / s spatial ability, spatial visualization and spatial orientation The study was conducted in Ankara with 21 sixth-grade elementary school students. One group pretest-posttest design was used. Two measuring instruments were utilized: Spatial Ability Test and Spatial Problem Attitude Scale. Spatial Ability Test, which was developed by Ekstrom, consists of paper folding and surface development tests measuring the spatial visualization ability and card rotation together with cube comparison tests measuring the spatial orientation ability. The tests were translated into Turkish by Delialioglu, (1996). Spatial Problem Attitude Scale was developed by researcher. The study employed both quantitative and qualitative research using a mixed method design. The researcher conducted 9 interviews with nine 6th grade students from the same class. The students were asked their opinion about the visual treatment in terms of thinking process and feelings in the spatial ability activities. Additionally, the class was observed during their activity time that continued 10 weeks and five hours per week.In order to analyze the obtained data, Friedman and Wilcoxon tests as well as one-way repeated measures Analysis of Variance were used. To analyze data obtained from interviews, the phenomenographic method was used. The results of the study indicated that there was a statistically significant change in students&rsquo / spatial ability, spatial orientation and spatial visualization scores across three time periods (pre treatment, post treatment and retention). All three scores were significantly different from each other. Test scores were significantly higher immediately after the visual treatment than those before the treatment. The test scores one month later were significantly lower than those immediately after the treatment, but significantly higher than the scores before the treatment. The findings suggest that visual treatment has positive effects on students&rsquo / spatial cognitive process and their attitudes toward spatial ability problems. Selection of the appropriate visual treatment should be based on students&rsquo / needs and their cognitive development level for providing better learning environment

The main purpose of the study was to investigate the effect of origami-based instruction on fourth, fifth, and sixth grade students&rsquo / spatial ability in mathematics. More specifically, how origami-based instruction affected students&rsquo / spatial visualization and spatial orientation ability was examined. In addition, elementary students&rsquo / self-reported perceptions related to origami-based instruction was investigated. In other words, students&rsquo / attitude towards origami-based instruction, their views about the benefits of origami-based instruction and its connection to mathematics, and the difficulties that students encountered while making origami as well as by whom they overcame these difficulties were investigated. The data was collected from 38 fourth, fifth, and sixth grade students in a private school in Eryaman neighborhood in Ankara. The participants were given a Spatial Ability Test (SAT) as pretest and posttest in order to assess the effect of origami-based instruction on their spatial ability in terms of spatial visualization and spatial orientation. In addition, the participants were asked to write reflection papers related to origami-based instruction in order to examine their perceptions. The results indicated that there was a significant positive effect of origami-based instruction on elementary students&rsquo / both spatial visualization and spatial orientation ability. Moreover, the findings showed that students had positive attitude toward origami-based instruction where they wanted to continue origami-based instruction. Students also thought that origami-based instruction was beneficial for them especially in geometry topics in mathematics, and they have common views that origami-based instruction was directly related with mathematics. Furthermore, results revealed that students were generally encountered with folding and assembling difficulties, and they overcame these difficulties by themselves, by the help of the teacher, and by the help of their friends.

As habilidades espaciais, em particular a de visualização, são intensamente requeridas por inúmeras profissões artísticas, técnicas e científicas. Muitos estudos mostram que a visualização espacial pode ser desenvolvida e melhorada através de atividades apropriadas, por exemplo, os cursos de Desenho Técnico e Geometria Descritiva. Este trabalho propõe a especificação e o desenvolvimento de uma ferramenta didática para apoio ao ensino de Geometria Descritiva baseada em técnicas de Realidade Virtual, em especial a estereoscopia. A ferramenta proposta destina-se a permitir a execução dinâmica de construções geométricas tridimensionais, possibilitando a criação de situações espaciais pelo usuário, neste caso, o professor em sala de aula. Visando incrementar a percepção das relações espaciais entre os elementos representados, foi adotada a projeção estereoscópica passiva, o que permitirá aos estudantes a visualização da geometria em três dimensões, com percepção da profundidade. Além disso, a ferramenta inovadora proposta se caracteriza como uma solução de baixo custo e viável para uso por grandes grupos. A metodologia de avaliação utilizada na pesquisa experimental envolveu três grupos distintos de estudantes: controle, teste-estéreo e teste-mono. O primeiro recebeu instrução convencional de Geometria Descritiva enquanto que os demais foram expostos à nova ferramenta, operando em modo estereoscópico e, no terceiro caso, sem este recurso. Os principais efeitos do uso do sistema nas aulas tradicionais de Geometria Descritiva indicaram que os três grupos de estudantes analisados apresentaram melhoras no desenvolvimento de suas habilidades espaciais. No entanto, não foi possível detectar diferença estatisticamente significativa pela análise dos ganhos médios proporcionados pelos tratamentos diferenciados empregados na pesquisa experimental. Além da avaliação quantitativa, a pesquisa envolveu a aplicação de uma avaliação qualitativa, que indicou melhor aceitação da ferramenta pelos estudantes, se comparada aos métodos convencionais de ensino. Os resultados obtidos mostraram que a tecnologia estereoscópica se apresenta como uma boa alternativa a ser explorada em sala de aula contribuindo para a aprendizagem do tema. / Spatial skills, specially visualization, are intensely required by numerous artistic, technical and scientific professions. Many studies show that spatial visualization can be developed and improved through appropriate activities like, for example, Technical Drawing and Descriptive Geometry courses. This work proposes the specification and development of a didactic tool to support teaching of Descriptive Geometry based on Virtual Reality techniques, particularly the stereoscopy. The tool is designed to enable the dynamic execution of three-dimensional geometric constructions, allowing the creation of spatial situations by the user, i.e. the teacher in the classroom. Aiming to increase the perception of spatial relationships between the elements represented, a passive stereoscopic projection was adopted, which will allow students to visualize the geometry in three dimensions, with depth perception. In addition, the proposed innovative tool represents a low cost solution, feasible for using by large groups. The evaluation methodology used in the experimental research involved three separate groups of students: control, mono-test and stereo-test. The first received conventional instruction in Descriptive Geometry while the others were exposed to the new tool, operating in stereo mode and, the third case, without this feature. The main effects of system usage in traditional classes of Descriptive Geometry indicated that the three groups of students showed improvements in the development of their spatial skills. However, no statistically significant difference was verified by analysis of the mean gain provided by the different treatments used in the experimental research. In addition to the quantitative evaluation, the research involved the application of a qualitative evaluation, which indicated the tool was better accepted by students, if compared to the conventional methods of teaching. The obtained results showed that stereoscopic technology is a good alternative to be used in the classroom, contributing to the learning of the theme.

The purposes of the study were / to investigate the effect of type of high school on spatial ability, to investigate the relationships between students&rsquo / mathematics achievements, logical thinking abilities and their spatial abilities and to investigate the effect of technical drawing course on the development of students&rsquo / spatial abilities. The study was conducted in Ankara with 251 9th-grade students who enrolled to general, Anatolian, foreign language, commercial vocational and industrial vocational high schools. Two measuring instruments were utilized: Spatial Ability Tests and Group Test of Logical Thinking. Spatial Ability Tests, which were developed by Ekstrom, consist of card rotation, cube comparison tests measuring the spatial orientation ability and paper folding and surface development tests measuring the spatial visualization ability. The tests were translated in to Turkish by Delialioglu, (1996). Group Test of Logical Thinking was developed by Roadrangka, Yeany, and Padilla and a Turkish version of GALT was developed by Aksu, Beberoglu and Payko&ccedil / (1990). In order to analyze the obtained data, one way ANOVA, correlation analysis and t-test were used. The results of the study indicated that / there is no significant effect of type of high school on students&rsquo / spatial abilities / there is a significant positive relationship between spatial ability and mathematics achievement / there is a significant positive relationship between spatial ability and logical thinking ability / there is a significant positive relationship between spatial ability and technical drawing achievement / and there is a significant development in the students&rsquo / spatial abilities of the students in the technical drawing course.

Visualizing both the performance and the result leads to a better achievement on the actual task, according to previous research. The purpose of this study is to examine how the visualization of the performance compared to visualizing the result, of a fine motor task, affects the outcome of the task. The outcome is measured in failures and correctly placed domino trays. The first hypothesis suggested both visualizations would give a better outcome, compared to the control condition. The second hypothesis suggested there will be a difference in the outcome, between the two visualization conditions. The third hypothesis suggested specific self-efficacy for the task would be highest for result-visualization. In an experimental intervention study using within-groups design participants (11 women, 9 men, 1 unspecified, M = 24 years, 20-32 years) did two questionnaires (demographic information and VVIQ-test),three domino tasks including the three conditions, and answered some questions regarding specific self efficacy. Through ANCOVA, independent Samples t test, and Pearson correlation,no hypothesis was completely confirmed. There was a significant difference in failures, during different conditions, between genders. The results indicated females in this study benefitted from both visualizations. The visualization-ability for women was significantly higher in this study, compared to men. There was a significant correlation between higher specific selfefficacy and better performance when participants did visualize executing the task. The validity of the domino task and the measurement of specific self efficacy could be discussed. / Att visualisera både genomförandet och resultatet leder till en bättre prestation på en uppgift, enligt tidigare studier. Syftet med denna studie är att avgöra hur visualisering av genomförandet jämfört med visualisering av resultatet, på en finmotorisk uppgift, påverkar prestationen på uppgiften. Prestationen mättes i misslyckanden och korrekt staplade dominobrickor. Den första hypotesen föreslog att båda visualiseringsbetingelserna skulle ge en bättre prestation, jämfört med kontrollbetingelsen. Den andra hypotesen föreslog att det kommer att finnas en skillnad i resultatet mellan de två visualiseringsbetingelserna. Den tredjehypotesen föreslog att specific self efficacy för uppgiften skulle vara högst för resultatvisualisering. I en experimentell interventionsstudie med inomgruppsdesign gjorde deltagarna (11 kvinnor, 9 män, 1 ospecificerad, M = 24 år, 20-32 år) två enkäter (demografisk information och VVIQ-test), tre dominouppgifter inkl. de tre interventionerna och svarade på några frågor gällande specific self efficacy. Genom ANCOVA, oberoende Samples t test och Pearson correlation kunde ingen av hypoteserna bekräftas fullt ut. Det fanns en signifikant skillnad i misslyckanden, under olika betingelser, mellan män och kvinnor. Resultaten visade att kvinnorna i denna studie gynnades av båda visualiseringsbetingelserna. Visualiseringsförmågan för kvinnor var signifikant högre i denna studie jämfört med män. Det fanns en signifikant korrelation mellan högre specifik self-efficacy och högre prestation när deltagarna visualiserade att de genomförde uppgiften. Validiteten av dominouppgiften och mätningen av specific self efficacy kan diskuteras.

Internal consistency reliability and validity were established for a new 31 item Imagery Manipulation Scale. Previous attempts to correlate subjectively rated control of visual imagery with tests of spatial ability have been unsuccessful. However, no attempt to construct a subjectively rated control of imagery scale was located which tried to establish internal consistency reliability and both content and construct validity. Further, no research was located in which subjects were requested to rate their imagery ability utilized during the performance of the actual spatial tasks used to try to establish validity. A new scale of subjectively rated control of imagery was devised in which subjects were requested to rate their imagery while solving spatial tasks which involved visualizing the manipulation of geometric forms. Content validity was established by analyzing the transformation involved while solving the spatial problems. Internal consistency reliability for the 31 item scale was established across two samples. Validity was established with the second sample (100 university students: 26 male and 74 female). The task utilized to provide validity could be objectively scored, and was made up of four spatial subtests, which were adapted from the Vandenberg and Kuse Mental Rotations Test, the Kosslyn Directions Test, performed in both the forward and backward direction, and a block task utilized by Snyder. A convergent and discriminant validity analysis established construct validity. Further, the hypotheses of three investigators, Kosslyn, Shepard and his colleagues, and Snyder, were supported by the results of the present investigation, thus substantiating the conclusion that reported control of imagery processing can be operationalized with performance scores on spatial ability tasks.