Augmenting Spatial Intelligence in the Geography Classroom

This paper describes part of the results of a study investigating how adolescents, between the ages of 14 and 15, construct and share meaning about their local environments. Specifically, the results presented focus on how adolescents perceive and interpret spatial and three-dimensional data presented in various formats, such as in terms of virtually-rendered objects, photo-realistic panoramas, and traditional maps. The research was undertaken with a view to informing more effective teaching of map-skills through the improvement of aspects of spatial intelligence. Participants were required to undertake both a pre- and a post-test, which were identical in task. These tests involved having the participants match a series of computer-rendered three dimensional objects with similar objects rendered from the same perspective, as well as to deduce the axis of rotation and viewing perspective of a QuickTime VR cylindrical panorama when presented with a map of the same area. The pre- and post-tests were separated by an intervention activity in the field, designed around the format of a Structured Academic Controversy. Data obtained from the pre- and post-test results indicates that with regard to the rotation of objects and orientation of perspectives, some performance gains were significant amongst both males and females.