The Effects of 3-Dimensional CADD Modeling on the Development of the Spatial Ability of Technology Education Students

Research Framework Spatial abilities are fundamental to human functioning in the physical world. Spatial reasoning allows people to use concepts of shape, features, and relationships in both concrete and abstract ways, to make and use things in the world, to navigate, and to communicate (Cohen, Hegarty, Keehner & Montello, 2003; Newcombe & Huttenlocher, 2000; Turos & Ervin, 2000). Visualizing intangible boundaries such as state and national borders helps organi ze, orient, and compartmentalize knowledge of the world. In a similar way, this ability is used to envision new things, and establish relationships of concepts in the mind (Jones & Bills, 1998). One source estimates that 80% of jobs primarily depend on spatial ability, not on verbal ability (Bannatyne, 2003). Surgeons, pilots, architects, engineers, mechanics, builders, farmers, trades people, and computer programmers all rely on spatial intelligence (Bannatyne, 2003). Newcomer, Raudebauch, McKell and Kelly (1999) reported that people who lack spatial ability are not good at interpreting graphic representations, have difficulty with directions and location of things, or are poor at estimating size or visualizing things and their relationships to one another. Yet, these people successfully function because they have more spatial ability than they realize. Spatial ability can be improved in children and adults (Potter & van der Merwe, 2001; Strong & Smith, 2001). A potential benefit of improving spatial abilities is the improvement of academic achievement in mathematics and science (Keller, Washburn-Moses & Hart, 2002; Mohler, 2001; Olkun, 2003; Robichaux, 2003; Shea, Lubinski & Benbow, 1992). Educators debate whether increased spatial aptitude improves performance in science and other subjects (LeClair, 2003). Minimal academic training in science focuses on spatial thinking and most assume the existence of necessary _____________________