Spatial ability is the mental reconstruction and manipulation of visual forms and the perception and retention of visual shapes. High-level spatial cognitive skills are critical for novice students to acquire during their journey towards becoming professionals in multiple disciplines such as the geosciences, biology, chemistry, engineering, interior design and theatre. The individual student experience in acquiring these spatial abilities is varied, but frequently transformative, irreversible and troublesome. Therefore it is proposed that spatial ability represents a Threshold Concept.
Different strategies have been employed in different disciplines at Mount Royal University for demonstrating these spatial visualizations. For example, in theatre students use lego and plasticine to build representative models while attempting to translate orthogonal drawings to theatre sets. In cell microbiology gelatin moulds with pasta are used to illustrate the 3D nature of plant cell organs. In the geosciences Google Earth Sciences (GES) models guide students towards visualizing what topographic contours represent and the 3D relationship between 2D drawings. Theatre and Engineering professors collaborated in the development of a website that contains a self-correcting questionnaire for spatial visualization. While intuitively these professors believe that these approaches work for guiding students towards developing the necessary spatial abilities, the student voice is just starting to be examined.
The stereonet represents one method for depicting 3D geological structures on a 2D piece of paper. Over a four year period, quantitative (midterm/final exam marks and responses to Likert scale questions) and qualitative (responses to open-ended questions) data was collected, that supports a simple model for everyone to use to either instructor learn challenging concepts such as spatial cognitive skills. The five steps include: (i) Introduce concepts,(ii) Use accretive steps, (iii) Use stereonet to solve multiple problems (practice, practice, practice), (iv) Collaborate with peers, and (v) Build schematic models to solve geological problems.
