Investigating Effect of Origami-Based Instruction on Elementary Students' Spatial Skills and Perceptions

Date

2014-01-02

Author

Cakmak, Sedanur
Işıksal Bostan, Mine
KOÇ, YUSUF

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The authors' purpose was to investigate the effect of origami-based instruction on elementary students' spatial ability. The students' self-reported perceptions related to the origami-based instruction were also examined. Data was collected via purposive sampling techniques from students enrolled in a private elementary school. A spatial ability test (SAT) was used to measure the students' ability in mentally manipulating objects and their parts in 2- and 3-dimensional spaces. In addition to the SAT, reflection papers and interviews were used. The results indicated that origami-based instruction had a positive effect on the students' spatial ability scores. The data analysis showed that the students developed positive opinions about origami-based instruction and its relation to mathematics; however, they experienced difficulties when folding the paper.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/40892

Journal

JOURNAL OF EDUCATIONAL RESEARCH

DOI

https://doi.org/10.1080/00220671.2012.753861

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

S. Cakmak, M. Işıksal Bostan, and Y. KOÇ, “Investigating Effect of Origami-Based Instruction on Elementary Students’ Spatial Skills and Perceptions,” JOURNAL OF EDUCATIONAL RESEARCH, pp. 59–68, 2014, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/40892.