아동의 공간능력 분석
Analysis of Child’s Spatial Ability
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This study analyzed how the spatial ability of children in the first and second grades of elementary school appeared. The key components of spatial ability are mental rotation, spatial visualization, and spatial orientation, which serve as spatial ability. The research results are as follows. Children performed spatial orientation the best and had the most difficulty with mental rotation. And there was a significant difference in spatial ability by age, but there was no significant difference in gender and the interaction effect between age and gender. As a result of analysis by component, there was no significant difference in age and gender in mental rotation and spatial visualization, and there was no significant difference in the interaction between age and gender. Spatial orienting was found to have a significant difference in age, but there was no significant difference in gender, and there was no significant difference in the interaction between age and gender. The results of this study will be able to serve as basic data for interventions that can learn how to effectively learn spatial abilities and think by diagnosing children's spatial ability.
Abstract
This study analyzed how the spatial ability of children in the first and second grades of elementary school appeared. The key components of spatial ability are mental rotation, spatial visualization, and spatial orientation, which serve as spatial ability. The research results are as follows. Children performed spatial orientation the best and had the most difficulty with mental rotation. And there was a significant difference in spatial ability by age, but there was no significant difference in gender and the interaction effect between age and gender. As a result of analysis by component, there was no significant difference in age and gender in mental rotation and spatial visualization, and there was no significant difference in the interaction between age and gender. Spatial orienting was found to have a significant difference in age, but there was no significant difference in gender, and there was no significant difference in the interaction between age and gender. The results of this study will be able to serve as basic data for interventions that can learn how to effectively learn spatial abilities and think by diagnosing children's spatial ability.
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