Exploring the relation between spatial abilities and STEM expertise

Abstract

ABSTRACTSmall-scale spatial abilities that involve the mental representation and transformation of two- and three-dimensional images and manipulation of objects at table-top have been studied extensively and are considered predictive of both interest and success in STEM disciplines. However, research investigating the relation of large-scale spatial abilities to STEM disciplines is sparse. The paper describes the design and implementation of a study for assessing individual differences (if any) in spatial abilities in both figural and environmental spaces between STEM experts (with over 10 years of experience) and non-experts (individuals without any studies in STEM fields). Participants’ performance in 16 small-, 10 large-scale tasks, and one self-assessment questionnaire at environmental scale was evaluated to assess their corresponding abilities. Results indicate differences between experts and non-experts, which are mostly highlighted for small-scale abilities where experts outperform non-experts. At large scale, some significant differences are identified, which also favor experts. Correlations among the variables tested provide evidence that different abilities are prominent between experts and non-experts.KEYWORDS: spatial abilitiessmall-scalelarge-scalesurveySTEM expertise AcknowledgementsThe authors would like to thank all individuals who participated in the study and Antonia Stavropoulou for local support. This work was supported by the Hellenic Foundation for Research and Innovation (H.F.R.I.) under the “First Call for H.F.R.I. Research Projects to support Faculty members and Researchers and the procurement of high-cost research equipment” under Grant [Project Number: HFRI-FM17-2661]; and the Erasmus+ Programme under Grant [Project Number: 2020-1-SE01-KA201-077972].Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe survey data that support the findings of this study are openly available in figshare at https://doi.org/10.6084/m9.figshare.20401047.v4.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/03098265.2023.2263735Additional informationFundingThis work was supported by the Erasmus+ Programme [Project Number: 2020-1-SE01-KA201-077972]; Hellenic Foundation for Research and Innovation (H.F.R.I.) [Project Number: HFRI-FM17-2661].