Araştırma Makalesi
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The Relationship between Spatial Skill and Spatial Anxiety: A Research on Pre-Service Primary-School Teachers

Yıl 2016, Cilt: 7 Sayı: 3, 646 - 658, 13.12.2016
https://doi.org/10.16949/turkbilmat.277877

Öz

The aim of this study was
to investigate the relationship between the spatial skills and anxiety levels
of pre-service primary-school teachers. Gender that was considered as an
important variable on spatial ability and spatial anxiety was also taken into
account in the study. Totally 267 pre-service primary-school teachers studying
at the third grades of totally four universities including two in the province
and two in the district area participated into the research. “Spatial
Visualization Test” and “Spatial Anxiety Scale” were used for collecting the
data from pre-service teachers. It was determined as result of the study that
pre-service male teachers were more successful rather than the female
pre-service teachers in terms of spatial skills. Furthermore, female
pre-service teachers were noticed to have higher spatial anxiety rather than
the male pre-service teachers. Also it was found a significant negative
correlation between the spatial anxiety and spatial skill. Some suggestions
were offered within the framework of obtained findings.

Kaynakça

  • Ameen, E. C., Guffey, D. M., & Jackson, C. (2002). Evidence of teaching anxiety among accounting educators. Journal of Education for Business, 78(1), 16-22.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2009). Bilimsel araştırma yöntemleri. (4. Baskı). Ankara: Pegem A. Yayıncılık.
  • Clements, D. H. (1998). Geometric and spatial thinking in young children. National Science Foundation, Arlington, VA. Eric Document Number: 436232.
  • Clements, D. H. (2004). Geometric and spatial thinking in early childhood education. In D.H. Clements, J.Sarama, (Eds.), Engaging young children in mathematics (pp. 267-297). New Jersey: Lawrence Erlbaum.
  • Croos, C. T., Woods, T. A., & Schweingruber, H. (2009). Mathematics learning in early childhood. Washington, DC: National Academies.
  • Delialioğlu, Ö. ve Aşkar, P. (1999). Contribution of students’ mathematical skills and spatial ability in secondary school physics. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 16–17, 34-39.
  • Dursun, Ö. (2010). The relationships among preservice teachers’spatial visualization ability,geometry self-efficacy, and spatial anxiety. (Yüksek lisans tezi). Orta Doğu Teknik Üniversitesi, Ankara.
  • Dündar, S. (2014). The investigation of spatial skills of prospective teachers with different cognitive. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 102-112. doi: 10.14686/BUEFAD.201416209.
  • Donald, R. K. (1979). A case for geometry: Geometry is important, it is there, teach it. The Arithmetic Teacher, 26(6), 14.
  • Erkek, Ö. ve Işıksal-Bostan, M. (2015). Uzamsal kaygı, geometri öz-yeterlik algısı ve cinsiyet değişkenlerinin geometri başarısını yordamadaki rolleri. İlköğretim Online, 14(1), 164‐180, [Online]: http://ilkogretim‐online.org.tr, doi: 10.17051/io.2015.18256.
  • Ferguson, A. M., Maloney, E. A., Fugelsang, J., & Risko, E. F. (2015). On the relation between math and spatial ability: The case of math anxiety. Learning and Individual Differences, 39, 1-12.
  • Grande, J. D. (1990). Spatial sense. The Arithmetic Teacher, 37(6), 14-20.
  • Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2013). Teachers’ spatial anxiety relates to 1st- and 2nd-graders’ spatial learning. Journal Compilation, 7(3), 196-199.
  • Hadley K. M., & Dorward, J. (2011). The relationship among elementary teachers’ mathematics anxiety, mathematics ınstructional practices, and student mathematics achievement. Journal of Curriculum and Instruction (JoCI), 5(2), 27-44.
  • Kösa, T. (2011). Ortaöğretim öğrencilerinin uzamsal becerilerinin incelenmesi (Doktora tezi). Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Lawton, C. A. (1994). Gender differences in way-finding strategies: relationship to spatial ability and spatial anxiety. Sex Roles, 30(11/12), 765-779.
  • Lawton, C. A. (1996). Strategies for indoor wayfinding: The role of orientation. Journal of Environmental Psychology, 16, 137-145.
  • Lawton, C., & Kallai, J. (2002). Gender differences in wayfinding strategies and anxiety about wayfinding: A cross-cultural comparison. Sex Roles, 47, 389-401.
  • Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of gender differences in spatial abilities: A meta-analysis. Child Development, 56(6), 1479-1498.
  • Martin-Dorta, N., Sanchez-Berriel, I., Bravo, M., Hernandez, J., Saorin, J. S., & Contero, M. (2014). Virtual Blocks: a serious game for spatial ability improvement on mobile devices. Multimed Tools Appl, 73, 1575–1595. doi: 10.1007/s11042-013-1652-0.
  • McClurg, P., Lee, J., Shavalier, M., & Jacobsen, K. (1997). Exploring children's spatialvisual thinking in an HYPERGAMI environment. ERIC Document Number: 408976.
  • McGee, M. G. (1979). Human spatial abilities: Sources of sex differences. NewYork: Praeger.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • Okagaki, L. R., & Frensch, P. A. (1994). Effects of video game playing on measures of spatial performance: Gender effects in late adolescents. Journal of Applied Developmental Psychology 15, 33-58.
  • Olkun, S. (2003). Making connections: Improving spatial abilities with engineering drawing. International Journal of Mathematics Teaching and Learning, 3(1), 1-10. Retrieved from http://www.cimt.plymouth.ac.uk/journal/sinanolkun.pdf .
  • Olkun, S. ve Altun, A. (2003). İlköğretim öğrencilerinin bilgisayar deneyimleri ile uzamsal düşünme ve geometri başarıları arasındaki ilişki. The Turkish Online Journal of Educational Technology – TOJET, 2(4), 86-91.
  • Orion, N., Ben-Chaim, D., & Kali, Y. (1997). Relationship between earth science education and spatial visualization. Journal of Geoscience Education 45, 129-132.
  • Özcan, K. V., Akbay, M. ve Karakuş, T. (2016). Üniversite öğrencilerinin oyun oynama alışkanlıklarının uzamsal becerilerine etkisi. Kastamonu Eğitim Dergisi, 24(1), 37-52.
  • Ping, R. M., Bradley, C., Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S.C. (2011). Alleviating anxiety about spatial ability in elementary school teachers. Retrieved from http://csjarchive.cogsci.rpi.edu/proceedings/2011/papers/0442/paper0442.pdf .
  • Ramirez, G., Gunderson, E.A., Levine, S. C., & Beilock, S. L. (2012). Spatial anxiety relates to spatial abilities as a function of working memory in children, The Quarterly Journal of Experımental Psychology, 65(3), 474-487.
  • Schmitz, S. (1997). Gender-related strategies in environmental development: effects of anxiety on wayfinding in and representation of a three-dimensional maze. Journal of Environmental Psychology, 17, 215–228.
  • Schmitz, S. (1999). Gender differences in acquisition of environmental knowledge related to wayfinding behavior, spatial anxiety and self-estimated environmental competencies. Sex Roles, 41(1/2), 71-93.
  • Turğut, M. ve Yenilmez, K. (2012). Matematik öğretmeni adaylarının uzamsal görselleştirme becerileri. Eğitim ve Öğretim Araştırmaları Dergisi, 1(2), 243-252.
  • Turğut, M. ve Yılmaz, S. (2012). İlköğretim 7. ve 8. sınıf öğrencilerinin uzamsal yeteneklerinin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 69-79.
  • Yenilmez, K., & Kakmaci, Ö. (2015). Investigation of the relationship between the spatial visualization success and visual/spatial intelligence capabilities of sixth grade students. International Journal of Instruction, 8(1), 189-204.
  • Yıldız, B. ve Tüzün, H. (2011). Üç boyutlu sanal ortam ve somut materyal kullanımının uzamsal yeteneğe etkileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 498-508.
  • Yurt, E. ve Sünbül, A. M. (2012). Sanal ortam ve somut nesneler kullanılarak gerçekleştirilen modellemeye dayalı etkinliklerin uzamsal düşünme ve zihinsel çevirme becerilerine etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 1975-1992.

Uzamsal Beceri ve Uzamsal Kaygı Arasındaki İlişki: Sınıf Öğretmeni Adayları Üzerine Bir Araştırma

Yıl 2016, Cilt: 7 Sayı: 3, 646 - 658, 13.12.2016
https://doi.org/10.16949/turkbilmat.277877

Öz

Bu çalışmada, sınıf öğretmeni adaylarının
uzamsal becerileri ile uzamsal kaygı düzeyleri arasındaki ilişkinin
araştırılması amaçlanmıştır. Uzamsal beceri ve uzamsal kaygı üzerinde önemli
bir değişken olduğu düşünülen cinsiyet faktörü de bu araştırmada dikkate
alınmıştır. Araştırmaya merkezde iki ve taşrada iki olmak üzere toplam dört
üniversitenin üçüncü sınıflarında öğrenim görmekte olan 267 sınıf öğretmeni
adayı katılmıştır. Öğretmen adaylarından elde edilen verilerin toplanmasında
"Uzamsal Görselleştirme Testi" ile "Uzamsal Kaygı Ölçeği"
kullanılmıştır. Araştırmadan elde edilen veriler sonucunda, uzamsal beceriler
açısından erkek öğretmen adaylarının kız öğretmen adaylarına göre daha başarılı
olduğu bulunmuştur. Ayrıca kız öğretmen adaylarının erkek öğretmen adaylarına
göre daha yüksek uzamsal kaygıya sahip oldukları görülmüştür. Uzamsal beceri
ile uzamsal kaygı arasında negatif yönde anlamlı bir ilişki ortaya çıkmıştır.
Elde edilen bulgular çerçevesinde önerilere yer verilmiştir.

Kaynakça

  • Ameen, E. C., Guffey, D. M., & Jackson, C. (2002). Evidence of teaching anxiety among accounting educators. Journal of Education for Business, 78(1), 16-22.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2009). Bilimsel araştırma yöntemleri. (4. Baskı). Ankara: Pegem A. Yayıncılık.
  • Clements, D. H. (1998). Geometric and spatial thinking in young children. National Science Foundation, Arlington, VA. Eric Document Number: 436232.
  • Clements, D. H. (2004). Geometric and spatial thinking in early childhood education. In D.H. Clements, J.Sarama, (Eds.), Engaging young children in mathematics (pp. 267-297). New Jersey: Lawrence Erlbaum.
  • Croos, C. T., Woods, T. A., & Schweingruber, H. (2009). Mathematics learning in early childhood. Washington, DC: National Academies.
  • Delialioğlu, Ö. ve Aşkar, P. (1999). Contribution of students’ mathematical skills and spatial ability in secondary school physics. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 16–17, 34-39.
  • Dursun, Ö. (2010). The relationships among preservice teachers’spatial visualization ability,geometry self-efficacy, and spatial anxiety. (Yüksek lisans tezi). Orta Doğu Teknik Üniversitesi, Ankara.
  • Dündar, S. (2014). The investigation of spatial skills of prospective teachers with different cognitive. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 102-112. doi: 10.14686/BUEFAD.201416209.
  • Donald, R. K. (1979). A case for geometry: Geometry is important, it is there, teach it. The Arithmetic Teacher, 26(6), 14.
  • Erkek, Ö. ve Işıksal-Bostan, M. (2015). Uzamsal kaygı, geometri öz-yeterlik algısı ve cinsiyet değişkenlerinin geometri başarısını yordamadaki rolleri. İlköğretim Online, 14(1), 164‐180, [Online]: http://ilkogretim‐online.org.tr, doi: 10.17051/io.2015.18256.
  • Ferguson, A. M., Maloney, E. A., Fugelsang, J., & Risko, E. F. (2015). On the relation between math and spatial ability: The case of math anxiety. Learning and Individual Differences, 39, 1-12.
  • Grande, J. D. (1990). Spatial sense. The Arithmetic Teacher, 37(6), 14-20.
  • Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2013). Teachers’ spatial anxiety relates to 1st- and 2nd-graders’ spatial learning. Journal Compilation, 7(3), 196-199.
  • Hadley K. M., & Dorward, J. (2011). The relationship among elementary teachers’ mathematics anxiety, mathematics ınstructional practices, and student mathematics achievement. Journal of Curriculum and Instruction (JoCI), 5(2), 27-44.
  • Kösa, T. (2011). Ortaöğretim öğrencilerinin uzamsal becerilerinin incelenmesi (Doktora tezi). Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Lawton, C. A. (1994). Gender differences in way-finding strategies: relationship to spatial ability and spatial anxiety. Sex Roles, 30(11/12), 765-779.
  • Lawton, C. A. (1996). Strategies for indoor wayfinding: The role of orientation. Journal of Environmental Psychology, 16, 137-145.
  • Lawton, C., & Kallai, J. (2002). Gender differences in wayfinding strategies and anxiety about wayfinding: A cross-cultural comparison. Sex Roles, 47, 389-401.
  • Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of gender differences in spatial abilities: A meta-analysis. Child Development, 56(6), 1479-1498.
  • Martin-Dorta, N., Sanchez-Berriel, I., Bravo, M., Hernandez, J., Saorin, J. S., & Contero, M. (2014). Virtual Blocks: a serious game for spatial ability improvement on mobile devices. Multimed Tools Appl, 73, 1575–1595. doi: 10.1007/s11042-013-1652-0.
  • McClurg, P., Lee, J., Shavalier, M., & Jacobsen, K. (1997). Exploring children's spatialvisual thinking in an HYPERGAMI environment. ERIC Document Number: 408976.
  • McGee, M. G. (1979). Human spatial abilities: Sources of sex differences. NewYork: Praeger.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • Okagaki, L. R., & Frensch, P. A. (1994). Effects of video game playing on measures of spatial performance: Gender effects in late adolescents. Journal of Applied Developmental Psychology 15, 33-58.
  • Olkun, S. (2003). Making connections: Improving spatial abilities with engineering drawing. International Journal of Mathematics Teaching and Learning, 3(1), 1-10. Retrieved from http://www.cimt.plymouth.ac.uk/journal/sinanolkun.pdf .
  • Olkun, S. ve Altun, A. (2003). İlköğretim öğrencilerinin bilgisayar deneyimleri ile uzamsal düşünme ve geometri başarıları arasındaki ilişki. The Turkish Online Journal of Educational Technology – TOJET, 2(4), 86-91.
  • Orion, N., Ben-Chaim, D., & Kali, Y. (1997). Relationship between earth science education and spatial visualization. Journal of Geoscience Education 45, 129-132.
  • Özcan, K. V., Akbay, M. ve Karakuş, T. (2016). Üniversite öğrencilerinin oyun oynama alışkanlıklarının uzamsal becerilerine etkisi. Kastamonu Eğitim Dergisi, 24(1), 37-52.
  • Ping, R. M., Bradley, C., Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S.C. (2011). Alleviating anxiety about spatial ability in elementary school teachers. Retrieved from http://csjarchive.cogsci.rpi.edu/proceedings/2011/papers/0442/paper0442.pdf .
  • Ramirez, G., Gunderson, E.A., Levine, S. C., & Beilock, S. L. (2012). Spatial anxiety relates to spatial abilities as a function of working memory in children, The Quarterly Journal of Experımental Psychology, 65(3), 474-487.
  • Schmitz, S. (1997). Gender-related strategies in environmental development: effects of anxiety on wayfinding in and representation of a three-dimensional maze. Journal of Environmental Psychology, 17, 215–228.
  • Schmitz, S. (1999). Gender differences in acquisition of environmental knowledge related to wayfinding behavior, spatial anxiety and self-estimated environmental competencies. Sex Roles, 41(1/2), 71-93.
  • Turğut, M. ve Yenilmez, K. (2012). Matematik öğretmeni adaylarının uzamsal görselleştirme becerileri. Eğitim ve Öğretim Araştırmaları Dergisi, 1(2), 243-252.
  • Turğut, M. ve Yılmaz, S. (2012). İlköğretim 7. ve 8. sınıf öğrencilerinin uzamsal yeteneklerinin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 69-79.
  • Yenilmez, K., & Kakmaci, Ö. (2015). Investigation of the relationship between the spatial visualization success and visual/spatial intelligence capabilities of sixth grade students. International Journal of Instruction, 8(1), 189-204.
  • Yıldız, B. ve Tüzün, H. (2011). Üç boyutlu sanal ortam ve somut materyal kullanımının uzamsal yeteneğe etkileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 498-508.
  • Yurt, E. ve Sünbül, A. M. (2012). Sanal ortam ve somut nesneler kullanılarak gerçekleştirilen modellemeye dayalı etkinliklerin uzamsal düşünme ve zihinsel çevirme becerilerine etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 1975-1992.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Bölüm Araştırma Makaleleri
Yazarlar

Mehmet Hayri Sarı

Yayımlanma Tarihi 13 Aralık 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 7 Sayı: 3

Kaynak Göster

APA Sarı, M. H. (2016). The Relationship between Spatial Skill and Spatial Anxiety: A Research on Pre-Service Primary-School Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(3), 646-658. https://doi.org/10.16949/turkbilmat.277877
AMA Sarı MH. The Relationship between Spatial Skill and Spatial Anxiety: A Research on Pre-Service Primary-School Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT). Aralık 2016;7(3):646-658. doi:10.16949/turkbilmat.277877
Chicago Sarı, Mehmet Hayri. “The Relationship Between Spatial Skill and Spatial Anxiety: A Research on Pre-Service Primary-School Teachers”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7, sy. 3 (Aralık 2016): 646-58. https://doi.org/10.16949/turkbilmat.277877.
EndNote Sarı MH (01 Aralık 2016) The Relationship between Spatial Skill and Spatial Anxiety: A Research on Pre-Service Primary-School Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7 3 646–658.
IEEE M. H. Sarı, “The Relationship between Spatial Skill and Spatial Anxiety: A Research on Pre-Service Primary-School Teachers”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), c. 7, sy. 3, ss. 646–658, 2016, doi: 10.16949/turkbilmat.277877.
ISNAD Sarı, Mehmet Hayri. “The Relationship Between Spatial Skill and Spatial Anxiety: A Research on Pre-Service Primary-School Teachers”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7/3 (Aralık 2016), 646-658. https://doi.org/10.16949/turkbilmat.277877.
JAMA Sarı MH. The Relationship between Spatial Skill and Spatial Anxiety: A Research on Pre-Service Primary-School Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2016;7:646–658.
MLA Sarı, Mehmet Hayri. “The Relationship Between Spatial Skill and Spatial Anxiety: A Research on Pre-Service Primary-School Teachers”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), c. 7, sy. 3, 2016, ss. 646-58, doi:10.16949/turkbilmat.277877.
Vancouver Sarı MH. The Relationship between Spatial Skill and Spatial Anxiety: A Research on Pre-Service Primary-School Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2016;7(3):646-58.