ArticleFrontiers in psychology2023
Informal STEM learning: Examples from everyday spatial behaviors.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed, 5 citations in OpenAlex.
- Seeing structure, losing sight: The case for morphological thinking in the age of integration.Anatomical record (Hoboken, N.J. : 2007) · 2026Article
- A profile of spatial abilities in people with Down syndrome.Journal of intellectual disability research : JIDR · 2024Article
- Visuospatial perspective taking in people with Down syndrome.Research in developmental disabilities · 2023Article
Corrections and comments
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Authors and funding
5 authors at 1 institution in 1 country.
Funding
Abstract
Introduction: Extensive research has shown a close relationship between spatial abilities and success in STEM disciplines because many STEM problems often require students to reason about spatial information. Everyday spatial behaviors may predate and facilitate the development of spatial skills. Therefore, the current study examined children's everyday spatial behaviors and their associations with broader child development outcomes and individual differences. Methods: Based on previous research, we developed an everyday spatial behaviors questionnaire for children (ESBQC). A total of 174 parents and their children aged 4-9 years old participated. In ESBQC, parents rated how much difficulty their children experience with different spatial behaviors, such as putting together a puzzle, retracing a route, or hitting a moving ball. Results: Factor analysis revealed 8 components in ESBQC. The internal reliabilities were relatively high. ESBQC was positively correlated with age but not with sex. Furthermore, ESBQC predicted sense of direction, even after considering age and bias associated with parent reports. Discussion: Our questionnaire may provide a useful tool for parents and other stakeholders to better understand everyday spatial behaviors and encourage interest and competence in spatial skills, ultimately promoting STEM learning in informal, everyday settings.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.