| Abstract |
Spatial visualization is critical in engineering and many other STEM fields. Poor spatial abilities can affect student success in college courses and continue to struggle with tasks in the workforce. Spatial ability, verbal-logical reasoning, and mathematics performance are correlated with each other. Thus, improving spatial ability can improve other areas as well. However, although educators and researchers agree about an increasing need for visualization skills, few educational opportunities existed in secondary schools where spatial reasoning and three-dimensional (3D) printing are combined. Informal learning environments such as summer STEM camps can offer students opportunities to improve spatial skills through a variety of activities. Our research is based on behaviorist and constructivist theories. Both theories recognize the central role of social factors in child development. Constructivist education depends on mutual respect to promote autonomy and reasoning. Although <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">c</sup> hildren can discover things, child development consists in inventing new logical, mathematical knowledge. Behaviorist educators guide children's learning through “demonstration, leading questions, and by introducing the initial elements of a task's solution.” In addition, collaborative learning through social negotiation leads to the co-construction of knowledge. During these summer camps, students worked collaboratively and used social negotiations to construct new knowledge. During a one-week summer camp, students participated in multiple mini -classes centered on spatial relationships. A pre-camp survey was used to assess students' prior work with activities involving spatial skills. The purpose of the study was to determine whether and which of these activities could be correlated with spatial visualization and drawing skills as determined through a spatial drawing activity. We used the Visualization and Drawing Assessment 2 to collect data related to drawing 3D objects accurately. Finally, we scored the data using a specifically designed rubric. We found a moderate correlation with prior activities and the spatial drawing score. Other camp activities were designed to involve students in additional spatial skills activities. The classes were 75 minutes per day over a one-week period. First, flying uncrewed aerial vehicles (UA Vs) gave students experience maneuvering an object in the space of a large, high-ceiling room. To control the UA V, students needed some visualization skills as they moved toward the assigned targeted route. The second class was paper engineering, in which students created pop-up scenes or cards. Students learned several folds to create different types of pop-ups and incorporated these folds in their projects. Creating these 3D paper desig <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">ns</sup> gave students opportunities to visualize and create 3D projects, likely increasing their spatial abilities. The third class was 3D design, in which students used Tinkercad to create a design to be 3 D printed. In the process of creating the design, students rotated the object to see it from different views and perspectives, ensuring adequate printing supports, appropriate scaling, and object completeness. Experience working with 3-D software can improve students' spatial abilities, and better prepare them to study in many science fields. |
, Niyazi Erdoğan 
