RELATIONSHIP BETWEEN STUDENTS’ SPATIAL ABILITY AND EFFECTIVENESS OF TWO DIFFERENT ECLIPSE TEACHING PEDAGOGIES

Abstract

This article examines whether an active engagement kinesthetic classroom lesson or visual-immersive verbal-participatory planetarium lesson led to increased eclipse knowledge for students (aged 10-15 years) in the United States. Using a multiple-measures research design, a pre/post eclipse test and a three-part spatial ability test was administered to students who participated in either a kinesthetic classroom lesson (n=56) or visual-immersive planetarium lesson (n=82) about the nature of eclipses. Quantitative data was gathered immediately after the treatments, and again five months after the treatment. The authors compared each instructional treatment’s effectiveness with students’ spatial ability levels. A statistically significant increase in students’ knowledge was observed in both treatments, but no statistically significant score difference between the two treatment groups. These results imply that students can increase their knowledge on eclipses independent of lesson style. Further results of this study strongly suggest that transformational spatial ability is related to learning about eclipses, independent of lesson pedagogy, as those students with higher spatial abilities exhibited higher achievements.