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This article describes the initial implementation of an innovative program for elementary-age children involving origami and pop-up paper engineering to promote visuospatial thinking. While spatial ability measures correlate with science, technology, engineering, and math (STEM) success, a focus on spatial thinking is all but missing in elementary school education. Fourth-grade students took part in the program and then completed spatial thinking assessments or completed the assessments prior to program participation. All students completed assessments at three points in time—before, during, and after the intervention. Results suggest the program's promise in promoting spatial thinking, showing both spatial thinking gains and extensive engagement in the program. Questionnaire responses suggest the program may have particular appeal for girls, which could play a role in reducing gender disparities in spatial reasoning and in situations where spatial thinking can be applied.
Taylor et al. (Wed,) studied this question.
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