MARC details
| 000 -LEADER |
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| fixed length control field |
01887nab a22002657a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
PILC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221123182419.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
181220s xxu||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Stieff, Mike. |
| 245 ## - TITLE STATEMENT |
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| Title |
Operational constraints on the mental rotation of STEM representations / |
| Statement of responsibility, etc. |
Mike Stieff, Andrea Origenes, Dane DeSutter, Matthew Lira, Lukas Banevicius, Dylan Tabang, Gervacio Cabel. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Date of publication, distribution, etc. |
November 2018. |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Journal of Educational Psychology. |
| Number of part/section of a work |
110 : 8, page 1160-1174. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
Spatial ability predicts success in STEM (Science, Technology, Education, and Mathematics) fields, particularly chemistry. This paper reports two studies investigating the unique contribution of mental rotation ability to spatial thinking in a STEM discipline. Using authentic disciplinary tasks from chemistry, we show that the difficulty of a spatial disciplinary task varies with the spatial complexity of the stimulus and the axis of rotation regardless of the representation used in the task. We also show that spatial thinking may depend more upon students' developing representational competence in this STEM discipline than spatial ability. These findings suggest that curriculum and assessment designers must more carefully consider how different representations are used in the STEM classroom for both learning and evaluation. We argue that educational interventions that target representational competence may be more effective at supporting spatial thinking in STEM than those that attempt to train generic spatial ability. |
| 521 ## - TARGET AUDIENCE NOTE |
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| Target audience note |
Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Representational competence. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Science education. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Spatial ability. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Spatial thinking. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Articles |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
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| Cataloger's initials, CIN (RLIN) |
83447 |
| First Date, FD (RLIN) |
141810 |
