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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
Metadata
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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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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.