Spatial ability in STEM learning

Spatial ability is a key factor of cognition that has been shown to play an important role in many aspects of STEM learning. Solving word problems in mathematics, developing conceptual understanding in physics, comprehending molecular structure in chemistry and developing algorithms in computing are just some areas where spatial ability has been shown to be associated with success in STEM tasks. Those who migrate towards STEM education and careers tend to have relatively high levels of spatial ability, especially for mathematics, physical science and engineering. This group can also be over-represented by males which may be related in part to a gender gap in favour of males in a limited number of spatial factors. Regardless of the gender issue, some argue that raising the levels of spatial ability of children should help to prepare them for the cognitive demands that STEM learning can require. The purpose of this Research Topic is to explore the relationship between STEM learning and spatial ability to highlight which STEM tasks require spatial thinking and why, examine the extent to which improving spatial ability can transfer to improvements in different STEM tasks and the extent to which this can make STEM learning and careers more attractive to young people and to analyse how all of these relationships can vary by gender, region and socio-economic status.

We aim to unpack the relationship between spatial ability and performance in STEM learning. We are also interested in closely related abilities or other models of cognition including memory models. Studies that examine the relationship between spatial ability and many important tasks in STEM including problem solving, design, creativity and conceptual understanding across all STEM subjects and disciplines are relevant to this Research Topic. The potential for transfer of development of spatial ability to improved performance in STEM through interventions that are separated from or integrated with STEM learning deserves further examination. How findings from studies by cognitive psychologists in a laboratory setting can inform teaching practice and learning activities in the classroom or how teachers can be supported to promote spatial ability development is an important topic that deserves more attention. We would also like to hear about research methods and techniques that are effective at measuring the relationship between spatial ability and a range of STEM tasks such as problem-solving, especially methods of measuring performance in mental representation of STEM tasks and how such methods are transferable across context and subject area.

We welcome reviews, meta-analyses and original research articles on the following or closely related topics:

• Examining the relationship between spatial ability/related factors of cognition and performance in a range of STEM subjects and tasks including problem-solving, developing conceptual understanding in physics, chemistry and programming

• Studies of the role of spatial ability/related factors of cognition in design-based learning and how it is related to creativity and divergent problem-solving

• Developmental studies conducted in a lab environment and how these can transfer to a classroom setting

• Spatial ability development in the classroom or informal STEM learning environments that is separated from or integrated with STEM learning

• Teacher professional development to support spatial ability development beyond existing levels

• How the relationship between spatial ability and STEM learning can vary by gender, region and SES.