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


Cakmak S., IŞIKSAL BOSTAN M., KOÇ Y.

JOURNAL OF EDUCATIONAL RESEARCH, vol.107, no.1, pp.59-68, 2014 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume: 107 Issue: 1
  • Publication Date: 2014
  • Doi Number: 10.1080/00220671.2012.753861
  • Journal Name: JOURNAL OF EDUCATIONAL RESEARCH
  • Journal Indexes: Social Sciences Citation Index, Scopus
  • Page Numbers: pp.59-68
  • Keywords: elementary students, origami, self-reported perceptions, spatial skills, SEX-DIFFERENCES

Abstract

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.