Spatial intelligence plays a great role in learning and thinking process. Research suggests that spatial thinking is an important predictor of achievement in STEM. Visual-spatial ability is becoming increasingly important with the spread of new technologies. It was believed earlier that spatial intelligence is in-born and cannot be enhanced. But research findings have created evidence that it is malleable and can be improved through proper interventions especially during the early years. Since, children spend substantial amount of time in school, teachers and the school environment can play an influential role in promotion of spatial intelligence. The present study was conducted to assess the existing spatial environment of elementary schools and to assess the awareness of teachers in regards to promotion of spatial intelligence in children. It was an exploratory research study wherein qualitative methods of data collection like observation and interview were used. Ten elementary schools were selected from Jorhat district of Assam through multi-stage random sampling technique. A total of 20 classrooms, two from each school were selected randomly. The spatial environment of classrooms was observed in terms of use of spatial displays, spatial activities and spatial languages in the classrooms. Hundred teachers who were teaching in the selected elementary schools were interviewed through a structured interview schedule. It was found that majority of spatial displays were either decorative items or display of student’s work, although a few spatial activities were conducted and spatial languages were used in some cases. Most of the teachers were unaware of the concept.

Authors:
Tulika Borah, Assam Agricultural University, India

About the Presenter(s)
Dr Tulika Borah is a University Assistant Professor/Lecturer at Assam Agricultural University in India

See this presentation on the full schedule – Thursday Schedule

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