Spatial Reasoning in Explorative, Creative, and Playful Science and Design Learning

Abstract

Spatial reasoning is often described as the capacity to understand, interpret, and manipulate visual and mental representations of objects in three-dimensional space and plays an important role in science and design activities. It serves as a cognitive cornerstone that underpins various aspects of learning, problem-solving, and creativity. In this chapter, we explore the nature of spatial reasoning and demonstrate how it can be nurtured through playful science, design, and making activities. First, we explain what spatial reasoning is and why it is important to pay explicit attention to fostering spatial reasoning skills development in curricula. Next, we describe four educational strategies: using models, diagrams, spatial language, and engaging in sketching and gesturing, all of which can potentially help students think more spatially in science and design lessons. We then focus on the relation between spatial reasoning and designing, illustrating that spatial reasoning is required at all stages of the design process, including empathizing, ideating, as well as in prototyping and testing. This is clarified through examples of playful design activities for preschoolers and primary school students. Spatial reasoning is often implicitly present in science and design education. However, when educators appropriately scaffold learning processes that require spatial reasoning, learners are more likely to develop their spatial reasoning skills.