Show simple item record

dc.contributor.authorBufasi, Ergi
dc.contributor.authorLin, Ting Jun
dc.contributor.authorBenedicic, Ursa
dc.contributor.authorWesterhof, Marten
dc.contributor.authorMishra, Rohit
dc.contributor.authorNamsone, Dace
dc.contributor.authorDudareva, Inese
dc.contributor.authorSorby, Sheryl
dc.contributor.authorGumaelius, Lena
dc.contributor.authorKlapwijk, Remke M.
dc.contributor.authorSpandaw, Jeroen
dc.contributor.authorBowe, Brian
dc.contributor.authorO'Kane, Colm
dc.contributor.authorDuffy, Gavin
dc.contributor.authorPagkratidou, Marianna
dc.contributor.authorBuckley, Jeffrey
dc.date.accessioned2024-04-05T11:11:39Z
dc.date.available2024-04-05T11:11:39Z
dc.date.copyright2024
dc.date.issued2024-03-27
dc.identifier.citationBufasi E, Lin TJ, Benedicic U, Westerhof M, Mishra R, Namsone D, Dudareva I, Sorby S, Gumaelius L, Klapwijk RM, Spandaw J, Bowe B, O'Kane C, Duffy G, Pagkratidou M and Buckley J (2024). Addressing the complexity of spatial teaching: a narrative review of barriers and enablers. Frontiers in Education 9:1306189. doi: 10.3389/feduc.2024.1306189en_US
dc.identifier.issn2504-284X
dc.identifier.urihttps://research.thea.ie/handle/20.500.12065/4781
dc.description.abstractExtensive research has established that spatial ability is a crucial factor for achieving success in Science, Technology, Engineering, and Mathematics (STEM). However, challenges that educators encounter while teaching spatial skills remain uncertain. The purpose of this study is to develop a research framework that examines the interrelationships, barriers, and enablers amongst various educational components, including schools, teachers, students, classrooms, and training programs, that are encountered when teaching for spatial ability development. A thorough examination of international research, in combination with a detailed review of the primary Science and Mathematics curricula in Ireland, Latvia, Sweden, and the Netherlands, is undertaken to acquire a more concentrated comprehension of the incorporation of spatial components in the curriculum. The review seeks to establish the fundamental factors that enable or hinder teachers in terms of curriculum, pedagogy, pedagogical content knowledge, and spatialized classroom practices.en_US
dc.formatPDFen_US
dc.language.isoengen_US
dc.publisherFrontiersen_US
dc.relation.ispartofFrontiers in Educationen_US
dc.rightsAttribution 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/*
dc.subjectSpatial abilityen_US
dc.subjectBarriersen_US
dc.subjectEnablersen_US
dc.subjectPrimary schoolsen_US
dc.subjectMathematics educationen_US
dc.subjectScience educationen_US
dc.subjectCurriculumen_US
dc.titleAddressing the complexity of spatial teaching: a narrative review of barriers and enablersen_US
dc.typeinfo:eu-repo/semantics/articleen_US
dc.contributor.affiliationTechnological University of the Shannon: Midlands Midwesten_US
dc.contributor.sponsorEuropean Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreementen_US
dc.description.peerreviewyesen_US
dc.identifier.doi10.3389/feduc.2024.1306189en_US
dc.identifier.orcidhttps://orcid.org/0000-0002-8292-5642en_US
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessen_US
dc.subject.departmentDepartment of Technology Education: TUS Midlandsen_US
dc.type.versioninfo:eu-repo/semantics/publishedVersionen_US
dc.relation.projectid956124en_US


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record

Attribution 3.0 United States
Except where otherwise noted, this item's license is described as Attribution 3.0 United States