DOI:
https://doi.org/10.14483/23448393.21253Published:
2024-09-19Issue:
Vol. 29 No. 3 (2024): September-DecemberSection:
Education in EngineeringBolstering the Spatial Rotation Ability to Understand the Topics of Point and Line in Descriptive Geometry
Potencialización de la habilidad espacial de rotación para comprender las temáticas del punto y línea en geometría descriptiva
Keywords:
descriptive geometry, spatial ability, previous ideas, pre-test, post-test (en).Keywords:
habilidad espacial, ideas previas, pre-test, post-test, geometría descriptiva (es).Downloads
Abstract (en)
Objective: The main objective is to determine how the spatial rotation ability (HER) is enhanced in first-year engineering students of Universidad Tecnológica de Pereira (UTP).
Methodology: A qualitative study is proposed which is aimed at understanding the role of students' prior ideas in the development of the HER. Initially, a test (PSVT: R) is administered to a group of students as a pre-test. Four of these students are selected using a Student's t-test. Then, an instrument that measures the notions regarding the concepts of point and line that students have developed since childhood is applied.
Results: After conducting the post-test, progress in the students' HER is evident. This difference was statistically significant (p<0.05). The tests of the four selected students were analyzed using the Atlas ti software.
Conclusions: The development of the HER was evidenced in the results of the normalized PSVT: R post-test, implying the evolution of students' (previous, vague, and imprecise) ideas regarding 3D notions of point and line.
Abstract (es)
Objetivo: El objetivo principal es determinar cómo se potencializa la habilidad espacial de rotación (HER) en estudiantes de primer año de ingeniería de la Universidad Tecnológica de Pereira (UTP).
Metodología: Se propone un estudio cualitativo orientado a comprender el rol de las ideas previas de los estudiantes en el desarrollo de la HER. Para ello, inicialmente se aplica una prueba (PSVT: R) a un grupo de estudiantes a manera de pre-test. Se seleccionan cuatro de estos estudiantes mediante una prueba t de Student. Luego, se aplica un instrumento que mide las nociones sobre los conceptos de punto y línea que los estudiantes han desarrollado desde su infancia.
Resultados: Una vez realizado el post-test, se evidencia el progreso en la HER de los estudiantes. Esta diferencia fue estadísticamente significativa (p<0.05). Las pruebas de los cuatro estudiantes seleccionados fueron analizadas mediante el software Atlas ti.
Conclusiones: Se evidenció el desarrollo de la HER en los resultados del post-test normalizado PSVT: R, lo que implica la evolución de las ideas (previas, vagas e imprecisas) de los estudiantes respecto a nociones en 3D sobre el punto y la línea.
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