Fostering spatial ability development in and for authentic STEM learning

Empirical interdisciplinary research has explored the role of spatial ability in STEM
learning and achievement. While most of this research indicates that fostering
spatial thinking in educational contexts has the potential to positively impact
students’ enrollment and performance in STEM subjects, there is less agreement
on the best approach to do so. This article provides an overview of various types
of effective spatial interventions and practices in formal or informal educational
contexts, including targeted training of STEM-relevant spatial skills, spatialized
curricula embedded in schools, integrated STEM practices addressing students’
use of spatial skills, and spatial activities in informal STEM education. Gender
and socio-economic status of students – two variables that have been found
to moderate the relationship between students’ spatial ability and their STEM
performance – are also discussed in this article. Drawing on a wide spectrum
of perspectives on situating spatial ability research in STEM education contexts,
this article underscores the need for further inquiry into opportunities for
developing K-12 students’ spatial ability through integrated and informal STEM
practices. This article proposes a conjecture that the relationship between
developing students’ spatial ability and enhancing their abilities to solve spatially
complex STEM problems is bidirectional. Recommendations for future research
are made on lingering questions about the effect of interventions, untapped
resources for spatial ability training in formal and informal STEM education, and
educational strategies for developing students’ spatial ability in authentic learning
environments.