ABSTRACT

Background

Spatial ability has an important place in science education, which is effective in raising future scientists. Although not in large numbers, studies show that teachers’ spatial abilities somehow affect their teaching practices in the classroom and thus the spatial abilities of their students.

Purpose

This study aimed to investigate the effect of 3D modeling activities performed by preservice science teachers in the Biology course using Tinkercad or concrete materials in the context of the Flipped Classroom (FC) model on their spatial ability.

Sample

The participants of the study were fifty-seven preservice science teachers studying at a state university in Istanbul, Turkey.

Design and methods

The study was designed according to the explanatory sequential design. The Purdue Spatial Visualization Test was utilized to investigate the effect of the implementation on the participants’ spatial abilities. In addition, semi-structured interviews were conducted with twenty-four participants to examine their experiences regarding the implementation.

Conclusions

The results of the study show that 3D modeling performed in the context of the FC model, regardless of Tinkercad or concrete materials are used, improves the spatial abilities of preservice teachers, as well as 3D modeling with Tinkercad, is a more effective implementation to develop spatial ability. While the participants’ statements supported the quantitative results, they were toward that the classroom atmosphere they missed during the pandemic process was created by the FC model’s in-class process and there was a significant improvement in their communication skills.

中文翻译：

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在翻转课堂背景下使用 Tinkercad 或混凝土材料进行 3D 建模对职前教师空间能力的影响

摘要

背景

空间能力在科学教育中占有重要地位，对于培养未来的科学家非常有效。尽管数量不多，但研究表明，教师的空间能力在某种程度上影响了他们在课堂上的教学实践，从而影响了学生的空间能力。

目的

本研究旨在调查生物课程中职前科学教师在翻转课堂 (FC) 模型背景下使用 Tinkercad 或具体材料进行 3D 建模活动对其空间能力的影响。

样本

该研究的参与者是在土耳其伊斯坦布尔一所国立大学学习的 57 名职前科学教师。

设计与方法

该研究是根据解释性序贯设计设计的。普渡大学空间可视化测试用于调查实施对参与者空间能力的影响。此外，还对 24 名参与者进行了半结构化访谈，以检查他们的实施经验。

结论

研究结果表明，在 FC 模型背景下进行的 3D 建模，无论使用 Tinkercad 还是具体材料，都可以提高职前教师的空间能力，并且使用 Tinkercad 进行 3D 建模是开发更有效的实施方式空间能力。虽然参与者的陈述支持了定量结果，但他们认为FC模型的课堂过程创造了他们在大流行过程中错过的课堂氛围，并且他们的沟通技巧有了显着提高。