Morgan State University, Baltimore, Maryland
April 7, 2017
April 7, 2017
April 8, 2017
Spatial reasoning ability has been assessed via vector diagram construction method with the practical objective of incorporating as much as possible the available numerical values in a given problem, after the algebra based problem solving method had been assessed as crystallized intelligence at a satisfactory level. The post-score in the spatial reasoning ability learning model and pre- score in the crystallized intelligence learning model have been studied via data correlation. An assessment model of problem solving ability improvement in terms of pre- score and post-score data was developed. The ability to solve a similar problem containing modified constraints in terms of spatial reasoning with sketching and construction has been assessed as an indicator of fluid intelligence. The application of fluid intelligence assessment as an effective tool to assure "not-teaching to the test" in flipped classroom pedagogy is proposed, with inputs from cognitive studies that Intelligence is one of the most heritable behavioural traits. The assessment result differences in technology versus calculus physics classes in community college pre- engineering curriculum are discussed.
Shekoyan, V., & Dehipawala, S., & Armendariz, R., & Tremberger, G., & Cheung, T. (2017, April), Improving fluid intelligence critical thinking via spatial reasoning ability in community college pre- engineering physics classes Paper presented at 2017 ASEE Mid Atlantic Section Spring Conference, Morgan State University, Baltimore, Maryland. https://peer.asee.org/29258
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