dc.contributor.author | Bufasi, Ergi | |
dc.contributor.author | Lin, Ting Jun | |
dc.contributor.author | Benedicic, Ursa | |
dc.contributor.author | Westerhof, Marten | |
dc.contributor.author | Mishra, Rohit | |
dc.contributor.author | Namsone, Dace | |
dc.contributor.author | Dudareva, Inese | |
dc.contributor.author | Sorby, Sheryl | |
dc.contributor.author | Gumaelius, Lena | |
dc.contributor.author | Klapwijk, Remke M. | |
dc.contributor.author | Spandaw, Jeroen | |
dc.contributor.author | Bowe, Brian | |
dc.contributor.author | O'Kane, Colm | |
dc.contributor.author | Duffy, Gavin | |
dc.contributor.author | Pagkratidou, Marianna | |
dc.contributor.author | Buckley, Jeffrey | |
dc.date.accessioned | 2024-04-05T11:11:39Z | |
dc.date.available | 2024-04-05T11:11:39Z | |
dc.date.copyright | 2024 | |
dc.date.issued | 2024-03-27 | |
dc.identifier.citation | Bufasi 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.2024.1306189 | en_US |
dc.identifier.issn | 2504-284X | |
dc.identifier.uri | https://research.thea.ie/handle/20.500.12065/4781 | |
dc.description.abstract | Extensive 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.format | PDF | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Frontiers | en_US |
dc.relation.ispartof | Frontiers in Education | en_US |
dc.rights | Attribution 3.0 United States | * |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/us/ | * |
dc.subject | Spatial ability | en_US |
dc.subject | Barriers | en_US |
dc.subject | Enablers | en_US |
dc.subject | Primary schools | en_US |
dc.subject | Mathematics education | en_US |
dc.subject | Science education | en_US |
dc.subject | Curriculum | en_US |
dc.title | Addressing the complexity of spatial teaching: a narrative review of barriers and enablers | en_US |
dc.type | info:eu-repo/semantics/article | en_US |
dc.contributor.affiliation | Technological University of the Shannon: Midlands Midwest | en_US |
dc.contributor.sponsor | European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement | en_US |
dc.description.peerreview | yes | en_US |
dc.identifier.doi | 10.3389/feduc.2024.1306189 | en_US |
dc.identifier.orcid | https://orcid.org/0000-0002-8292-5642 | en_US |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | en_US |
dc.subject.department | Department of Technology Education: TUS Midlands | en_US |
dc.type.version | info:eu-repo/semantics/publishedVersion | en_US |
dc.relation.projectid | 956124 | en_US |