in Pre-Service Technology and Engineering Education Teachers. K.S. Harris. Technology ... Education. Teachers. II. Background and University Demographic.
EnViSIONS at Purdue University: Measuring Spatial Visualization in Pre-Service Technology and Engineering Education Teachers K.S. Harris Technology and Engineering Education Indiana State University, Terre Haute, IN 47809 L.V. Harris Department of Computer Graphics Technology Purdue University, West Lafayette, IN 47907 M.A. Sadowski Department of Computer Graphics Technology Purdue University, West Lafayette, IN 47907
ABSTRACT
-
Post-secondary
technology
and
several areas of concentration in technology and pre-
engineering teacher education programs aid in the
engineering education are required at the university
preparation of pre-service teachers to allow them to
level.
gain certification to teach multiple areas of technology
required for the ETTE students during their college
and engineering at the primary and secondary levels
careers are in the areas of advanced manufacturing,
upon graduation. Several areas of concentration are
power/energy, bio-technology, construction, design and
available and required in the pre-service teacher’s
communications, and engineering design. The ability to
course of study.
design and manipulate different graphics in various
One of those areas addresses the
manipulation and creation of different graphics.
Some technology related courses that are
ways is paramount to the program of study, as many of
This paper focuses on a recent study that was part
the other technical courses require students to have the
of the National Science Foundation funded project:
ability to work with and apply graphic-related skills.
Enhancing Visualization Skills—Improving Options
Because of the importance of graphics- related skills in
aNd Success (EnViSIONS).
ETTE
This portion of the
computer
graphics
or
design
and
EnViSIONS project studied pre-service teacher’s ability
communications technology courses are often times
to visualize graphics prior to any formal lessons in their
completed in the freshman or sophomore years of the
pre-service program and again after using materials
pre-service ETTE program.
provided from the EnViSIONS project.
This paper focuses on a recent study that was part of the National Science Foundation’s funded project:
I. Introduction
Enhancing Visualization Skills—Improving Options
Post-secondary engineering and technology teacher
aNd Success (EnViSIONS). The EnViSIONS project
education (ETTE) programs aid in the preparation of
allows integration of spatial visualization materials
pre-service teachers allowing them to gain certification
created at Michigan Technological University and
to teach multiple areas of technology and engineering at
Pennsylvania
the primary and secondary levels. In addition to general
educational settings—the effectiveness of the materials
education, pedagogy, and teaching methods courses
are then measured through pre- and post-testing using
State-Erie
into
different
63rd Annual ASEE/EDGD Mid-Year Conference Proceedings, Berkeley, California – January 4-7, 2009
types
of
the Purdue Spatial Visualization, Mental Cutting, and
demonstrations,
Lappan Tests. This portion of the EnViSIONS project
visualization workbook (Sorby, et. al, 2003). Self-
studied pre-service ETTE teacher’s ability to visualize
directed learning through supporting materials such as
graphics prior to any formal lessons in their pre-service
the Visualization Assessment and Training VIZ website
program and again after using materials provided from
from Pennsylvania State University (2008) and
the EnViSIONS project. The purpose of this study was
interactive CD from the visualization workbook (Sorby,
to focus on the effectiveness of the spatial visualization
et. al, 2003) were given to participants to use as
modules with pre-service ETTE teachers. In addition to
resources during the course of the project; however,
reporting on descriptive data, this paper examines if the
participants were not required to use these supplemental
EnViSIONS spatial visualization modules, which
materials.
and
hands-on
exercises
in
the
included lectures and hands-on visualization materials
Participants were first educated on the nature of the
effective in increasing spatial and visualization abilities
research project, their right to elect or reject
in pre-service Engineering and Technology Education
participation, and of their rights as participants in the
Teachers.
study. After choosing to participate, participants were given
20
minutes
to
complete
Purdue
Spatial
II. Background and University Demographic
Visualization pre-test, 8 minutes to complete the Mental
The participants involved in this study were pre-
Cutting pre-test, and 8 minutes to complete the Lappan
service Engineering and Technology Teacher Education
pre-test. The pre-tests were administered to discover
(ETTE) students at Purdue University.
Purdue
participant’s base-line knowledge and skill pertaining to
University is mid-western land-grant institution located
spatial and visualization. Pre-tests were later evaluated
in West Lafayette, Indiana. The university had a total
and recorded using an alphanumeric code to ensure that
of 31,186 registered students on the West Lafayette
participants could not be identified.
campus during the fall semester of 2007 when the study
Lecture with demonstrations, class discussion, and
was conducted (Purdue University, 2007). In addition,
hands-on activities were used to introduce each of the
the ETTE major had an enrollment of 63 students
four modules that were covered in the course. The
during that time.
modules that were introduced were in the area of isometric,
III. Spatial Visualization Curriculum The context of the spatial visualization curriculum
orthographic
(orthographic
projection,
normal surfaces, hidden lines, and isometric sketching from orthographic projection),
flat
pattern,
and
was integrated as part of an existing course in the ETTE
rotational graphics (right hand rule, arrow coding,
program.
The course, Teaching Communications,
single rotation, multiple rotations, and equivalent
included curriculum that covered several different types
rotations). After being introduced to the curriculum
of communications such as video, audio, electronic,
through the lecture, participants were assigned the
graphic, and technical communications.
The spatial
corresponding workbook exercises to complete during
visualization curriculum was integrated into the pre-
lab time and as homework—the exercises were
existing graphic and technical communication areas of
completed in a self-directed manner. The EnViSIONS
the course.
modules and the course introductions to the specific
implemented
The EnViSIONS curriculum was through
the
use
of
lectures,
areas were the main sources of instruction for
63rd Annual ASEE/EDGD Mid-Year Conference Proceedings, Berkeley, California – January 4-7, 2009
participants. Not all EnViSIONS curricular materials
Past Scholastic Aptitude Testing (SAT) data that was
were used—only four lectures (isometric, flat patterns,
collected with student consent indicated the average
orthographic, and rotations), as well as the workbook
SAT math score of participants was 528 points and the
exercises that coincided with the lectures.
After
average SAT composition score was 1304 points. In
completing the modules and module evaluations
addition the average American College Test (ACT)
participants were then given the same time allotment to
math and composition scores were both 19 points.
again complete the Purdue Spatial Visualization,
Academic demographics at the time of the project
Mental Cutting, and Lappan tests as a means of post-
indicated the highest level math courses each
assessment. The EnViSIONS materials were covered
participant had successfully completed ranged from
in one condensed seminar setting that was followed by
pre-calculus (36%), to calculus III (14%) (Figure 2).
a laboratory period.
Additionally, all participants were concurrently enrolled
The adult engineering and
technology teacher education students took the book
in
an
average
of
three
Science,
Technology,
home and spent additional time out of class to complete
Engineering, or Mathematics (STEM) courses at the
all exercises
university; however, only three participants (21%) were in a concurrent math course at the time of the study.
IV. Students Enrolled in the Curriculum The Participants involved in the EnViSIONS
Table 2. Highest math course successfully completed by each participant
project at Purdue University were ETTE students
Course
n
%
enrolled in the Teaching Communications course
Pre-calculus
5
36
through the Industrial Technology Department in the
Calculus
3
21
College of Technology.
Calculus II
4
29
Calculus III
2
14
Of the 22 ETTE students
enrolled in Teaching Communications Course, 14 chose to participate in the research project. Five (36%) of the participants
were
freshman,
six
(43%)
V. Assessment
were
After comparing the pre and post evaluation scores
sophomores, three (21%) were juniors, and no seniors were participants in the study (Table 1). In addition, all
it
was
determined
that
there
was
participant
participants were classified as traditional Caucasian-
improvement in all areas of spatial and visualization
American students ranging from 18 to 24 years of age.
after the modules were completed (Refer to figure 3).
Furthermore, 13 of the participants were male and one
The mean pre-test score of the Purdue Spatial
participant was a female.
Visualization Test was 20.00 points out of 30.00 possible points. The mean post-test score was 24.00 out
Table 1. Class rank of each participant Class rank of participants (N=14)
n
%
Freshman
5
36
Sophomore
6
43
Junior
3
21
Senior
0
0
of 30.00 possible points—showing a 4.00 total point gain from pre to post assessment. The mean pre-test score of the Mental Cutting Test was 5.92 out of 10 possible points.
The mean post-test score for the
Mental Cutting Test increased by 0.08 points— bringing the mean post test total to 6.00 out of 10 possible points.
The mean pre-test score from the
63rd Annual ASEE/EDGD Mid-Year Conference Proceedings, Berkeley, California – January 4-7, 2009
Lappan test was 6.28 out of 10 possible points. The
VI. Recommendations and Future Directions
post-test indicated improvement of 1.22 points for a
Although all three spatial visualization assessments
mean post-test score of 7.50 out of 10 possible points.
indicated an increase in participant spatial visualization abilities, modules pertaining to the ability to rotate
Figure 3. Pre and post test comparison Test
Purdue
Spatial
Mean
Mean
Total
graphics appeared to have had a more positive effect on
pre-
post-
point
the pre-service teacher’s visualization and spatial skills.
test
test
gain
This was demonstrated by the statistically significant
20.00
24.00
4.00
increase in pre-and post-test scores on the Purdue Spatial Visualization Test.
Visualization Test
Although the Mental
Mental Cutting Test
5.92
6.00
0.08
Cutting Test and Lappan Test also show an increase in
Lappan Test
6.28
7.50
1.22
participant scores after completing the modules, the increases are not large enough to be considered
Although a positive gain was demonstrated in each
statistically significant with the ETTE participants.
of the post-tests, statistical significance of the gains
Therefore,
were calculated to see if the increase in the participant
introductions to rotation and self-directed use of the
scores between pre and post testing was indeed
EnViSIONS
statistically significant. In order to determine statistical
visualization abilities in relation to visualizing graphic
significance a T-test was conducted to determine if the
rotation in ETTE students; however, perhaps the use of
difference in pre and post test scores from the Purdue
more of the modules from the EnViSIONS curriculum
Spatial Visualization, Mental Cutting, and Lappan Tests
are needed during the instruction of the other areas to
were significant (Figure 4).
create a significant difference in pre- and post-
However, only the
difference between pre and post-testing on the Purdue Spatial Visualization Test was proven to be statistically
has
been
modules
determined
will
increase
that
course
spatial
and
evaluations. Based upon findings from this project, it is
The level of
recommended that the following items be further
significance of the Mental Cutting Test (0.11) and the
investigated to reach a better understanding of how
Lappan test (1.39) were not high enough to be
ETTE students can best enhance their 3-D spatial
considered statistically significant due to the low T-
visualization skills.
significant with at T-score of 1.93.
1.
scores.
students
Figure 4. Statistical significance between pre- and post-tests T-
Post-Test
score
Purdue Spatial Visualization Test Mental Cutting Test Lappan Test
to
utilize
all
aspects
of
the
EnViSIONS curricula. 2.
Pre-Test
The study be replicated requiring ETTE
M
SD
N
M
SD
N
20
6.25
14
24
4.53
14
The study be replicated with a more diverse population of ETTE students.
3.
Compare pre-test scores of ETTE participants to other participants in the EnViSIONS
1.93
project. 4. 5.92
1.54
14
6.00
2.14
14
0.11
6.28
2.43
14
7.50
2.17
14
1.39
Module evaluations should be studied to compare
module
evaluation
63rd Annual ASEE/EDGD Mid-Year Conference Proceedings, Berkeley, California – January 4-7, 2009
scores
to
participant post-test performance in specific module areas. 5.
The study should be replicated to include background
data
on
the
number
of
Engineering/Technology Education courses participants successfully completed in high school.
Then compare the number of
successfully
completed
courses
with
performance on the EnViSIONS assessments.
VII. References Purdue University Data Digest:(2007), Retrieved September 27, 2008 from http://http//www.purdue.edu/datadigest/pages/students/i ndex.htm. Sorby, S, Wysocki, A., and Baartmans, B. (2003). Introduction to 3D Spatial Visualization: an active approach. Clifton Park, NY: Thomson Delmar Learning. Visualization Assessment and Training VIZ website (2008). Pennsylvania State University, Retrieved October 13, 2008 from http://146.186.52.197/viz/.
63rd Annual ASEE/EDGD Mid-Year Conference Proceedings, Berkeley, California – January 4-7, 2009
