An investigation of secondary school students? spatial skills

The general objectives of geometry education can be summarized as students should use geometry within the process of problem solving and explaining the physical world around them. Students are often required to use their spatial skills, particularly understanding and explaining spatial configurations, and problem solving during their geometry education. In this respect, improving spatial skills in three-dimensional geometry education is also an implicit aim of geometry education. The purpose of this study is to determine the effects of a learning environment which is enriched with three-dimensional dynamic geometry software and transparent geometric objects on students? spatial visualization skills, 3D reasoning levels, and 3D drawing skills while teaching the subject of solid geometry. A quasi-experimental study was designed and carried out with 36 experimental and 38 control group students. The experimental group took solid geometry lessons by using dynamic geometry software; Cabri 3D and transparent geometric solids in a computer lab while the control group was taught the same class with traditional methods; chalk and board. Three different tests including, spatial visualization test, solid geometry test, and drawing activity test were administrated to both groups before and after the implementations which took 12 weeks long. Additionally, clinical interviews were conducted with six students from each group. The analysis of interviews revealed great differences between the experimental and the control group regarding 3D reasoning. The analysis also showed that the experimental group students constructed and utilized more dynamic mental schemas than the control group students. Though an increase was identified in students? 3D reasoning levels and 3D drawing skills in both groups, only experimental group students? spatial visualization skills showed a significant development. Based on the results of the study, valuable suggestions have been made for the program development team which is responsible for the development of the new solid geometry curriculum, teachers, and researchers in the field.