FRAMEWORK SPATIAL CRITICAL THINKING IN SCIENCE: RULES GOT FROM HYPOTHESIS AND EXPLORATION

Authors

  • Nathan, M.J Aristotle University, Department of Primary Education, Thessaloniki, Greece
  • Cohen M. Aristotle University, Department of Primary Education, Thessaloniki, Greece

DOI:

https://doi.org/10.37547/pedagogics-crjp-02-09-09

Keywords:

Spatial abilities, critical thinking, elective systems, geospatial portrayals

Abstract

Spatial abilities have been perceived as an indicator of accomplishment and execution in Science disciplines. These abilities are communicated through various critical thinking techniques, contingent upon content, understudies' qualities and given portrayals. The reason for this article is to distinguish basic issues in platform understudies' spatial critical thinking in science, in light of the advancement of elective systems through the collaboration with different portrayals. Seeing portrayals as instruments, their gainful impact on critical thinking is deciphered through the interceded activity hypothesis. Considering intellectual and formative speculations and examination discoveries, a system that incorporates basic measurements, similar to portrayals' attributes and understudies' age, is proposed. At last, we consider the conceivable capability of geospatial portrayals for presenting understudies in science critical thinking and finish up by analyzing suggestions for research.

 

 

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References

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Sharman, R. (1997). THE ANTHROPOLOGY OF AESTHETICS:: a cross cultural approach. JASO, 177-192.

Davies, C., and Uttal, D. H. (2007). Map use and the development of spatial cognition. In J. Plumert and J. Spencer (Eds.), The emerging spatial mind (pp. 219–247). New York: Oxford University Press.

Huttenlocher, J., Vasilyeva, M., Newcombe, N., and Duffy, S. (2008). Developing symbolic capacity one step at a time. Cognition, 106(1), 1-12.

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Published

2021-09-21

How to Cite

Nathan, M.J, & Cohen M. (2021). FRAMEWORK SPATIAL CRITICAL THINKING IN SCIENCE: RULES GOT FROM HYPOTHESIS AND EXPLORATION. Current Research Journal of Pedagogics, 2(09), 38–42. https://doi.org/10.37547/pedagogics-crjp-02-09-09

Issue

Vol. 2 No. 09 (2021): Volume02Issue09

Section

Articles

License

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.