Author: James L. Mohler (Purdue University)
As the result of a qualitative study, this contribution reports the major themes that emerged relative to student approaches and processes in spatial problem solving. Using phenomenological inquiry, differences between high and low spatial ability participants were examined. Pedagogically important findings included the behaviors of (1) working across views to solve problems, (2) double-checking while solving problems, and (3) the ability to decompose spatial problems. This article provides useful insights into how individuals with varying levels of spatial ability tackle engineering graphics problems. It also includes textural material from the study. The author makes a recommendation for the inclusion of spatial decomposition exercises in instructional materials.
Keywords: CAD|design|graphic communications|research|teaching methods|visual communication
How to Cite: Mohler, J. L. (2008) “The Impact of Visualization Methodology on Spatial Problem Solutions Among High and Low Visual Achievers”, The Journal of Technology, Management, and Applied Engineering. 24(1).