This study seeks to examine how children utilize spatial ability to deal with
spatial objects, such as reading pictures, building toy blocks and dealing with the
relationship between objects. The main focus of this study is to understand how
children utilize spatial ability to complete different spatial tasks.
The study comprises of two contrasting cases of two 10 years old children.
Each case encompasses to basic components namely: i) the perspective skills tasks,
and ii) the small-scale space tasks. In each component task-based clinical
interviews were used as the primary data collection instrument. The interviews
were video-recorded and analyzed
The small-scale space tasks required the children to build an experimental
SimCity consisting six objects. The subjects were asked to complete the task twice,
one as an identical mapping and once as a 1800 mirror image. In the first
experiment, the children were asked to place the objects on a piece of grid paper in
exactly the same position as they saw the objects in the SimCity. In the second
experiment, the children were asked to place the objects on a piece of grid paper at
exactly 1800 to what they observed the objects in the SimCity.
The results showed that if the child neglected any one of the skills, they would
make errors. This was best illustrated in the case where the children handled the
L-shaped block. Child 2 made mistakes in recognizing the block in both in the first
and second small-scale space tasks. These errors were related to the understanding
of the spatial relation and the visual form constancy. The results showed that for
placing the L-shaped block in the right position and direction, visual form
constancy plays an important role. The results also showed that without using the
orientation ability in which the skills include the spatial determination, spatial
recognition, spatial form constancy and spatial relationship, it would also affect
how the children deal with the small-scale space task. The result showed that the
children need to relate to the visualization and orientation ability so as to deal with
the relationship between themselves and the objects, among objects; and the objects
and the environment.
As a conclusion when the children were dealing with the task, basically they
would use the skill of visual discrimination to determine every object. The evidence
indicated that both children could make use of these skills. In addition, the using of
object- to- object frame of reference and the child’s reasoning behind her/his spatial
action also play an important role for successful performance of the small-scale
space tasks.
The study makes a contribution to theory by the originality of the design of the
instrument. Furthermore, the findings unfolding the children spatial understanding
provides insights for developing further topics in the school curriculum for
enhancing students’ spatial sense. / published_or_final_version / Education / Doctoral / Doctor of Education
| Identifer | oai:union.ndltd.org:HKU/oai:hub.hku.hk:10722/161568 |
| Date | January 2012 |
| Creators | Tse, Sui-wah, Betty., 謝瑞華. |
| Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
| Source Sets | Hong Kong University Theses |
| Language | English |
| Detected Language | English |
| Type | PG_Thesis |
| Source | http://hub.hku.hk/bib/B47967663 |
| Rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works., Creative Commons: Attribution 3.0 Hong Kong License |
| Relation | HKU Theses Online (HKUTO) |
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