An investigation of the spatial thinking skills of 8th grade middle school students studying in village schools and urban schools

This study examines the spatial thinking skills of students studying in rural and urban schools, as well as the strategies they employ while solving spatial questions. A case study (descriptive) method was employed in the research. The study was conducted with 200 eighth-grade students from rural and urban areas. Data were collected through a spatial intelligence test (written exam) and interviews. The collected data were analyzed using content and discourse analysis methods. The subdomains of spatial thinking considered in this study include spatial visualization, spatial relations, and spatial orientation. Subsequently, qualitative data were evaluated to analyze the cognitive strategies used by students during problem-solving, such as mental rotation, part-whole relationship, imagining/visualizing, frame of reference evaluation, and the use of symmetry. The findings revealed that students from urban areas were more successful in the subdomains of spatial visualization and spatial relations, while students from rural areas performed better in spatial orientation. However, it was observed that both groups struggled with certain questions, particularly those that required complex cognitive processes, resulting in lower success rates. In light of these findings, the necessity of supportive and structured educational practices aimed at enhancing the spatial thinking skills of students in both rural and urban areas has been emphasized. Keywords: spatial thinking, spatial visualization, spatial relations, spatial ability, spatial orientation