Addressing the complexity of spatial teaching
a narrative review of barriers and enablers
Ergi Bufasi (University of Latvia)
Ting Jun Lin (KTH Royal Institute of Technology)
Ursa Benedicic (Dublin Institute of Technology)
Marten Westerhof (Dublin Institute of Technology)
Rohit Mishra (TU Delft - Groep Science & Engineering Education)
Dace Namsone (University of Latvia)
Inese Dudareva (University of Latvia)
Sheryl Sorby (University of Cincinnati)
Lena Gumaelius (KTH Royal Institute of Technology)
Remke M. Klapwijk (TU Delft - Groep Science & Engineering Education)
Jeroen Spandaw (TU Delft - Analysis)
Brian Bowe (Dublin Institute of Technology)
Colm O'Kane (Dublin Institute of Technology)
Gavin Duffy (Dublin Institute of Technology)
Marianna Pagkratidou (Dublin Institute of Technology)
Jeffrey Buckley (Technological University of the Shannon)
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Abstract
Extensive research has established that spatial ability is a crucial factor for achieving success in Science, Technology, Engineering, and Mathematics (STEM). However, challenges that educators encounter while teaching spatial skills remain uncertain. The purpose of this study is to develop a research framework that examines the interrelationships, barriers, and enablers amongst various educational components, including schools, teachers, students, classrooms, and training programs, that are encountered when teaching for spatial ability development. A thorough examination of international research, in combination with a detailed review of the primary Science and Mathematics curricula in Ireland, Latvia, Sweden, and the Netherlands, is undertaken to acquire a more concentrated comprehension of the incorporation of spatial components in the curriculum. The review seeks to establish the fundamental factors that enable or hinder teachers in terms of curriculum, pedagogy, pedagogical content knowledge, and spatialized classroom practices.
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