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Mental Rotations in Field-Based Problem Solving: A Role for Visual Penetrative Ability

This research study explores the role of mental rotations and visual penetrative ability in field-based problem solving in geology. The study aims to develop objective measures that can predict or shed light on mapping ability and problem-solving skills. Students were given the GeoSAT and Purdue Visualization of Rotations (PVR) instruments, and the results were analyzed using a coding scheme. The study found a correlation between PVR scores and performance on problem-solving tasks in geology. However, further research is needed to understand the connections between different geologic tasks and instruments, as well as the implications of visual disembedding and embodied cognition in problem solving.

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Mental Rotations in Field-Based Problem Solving: A Role for Visual Penetrative Ability

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  1. A ROLE FOR MENTAL ROTATIONS IN FIELD-BASED PROBLEM SOLVING Eric M. Riggs Russell N. Balliet Department of Earth and Atmospheric Sciences Center for Research and Engagement in Science and Mathematics Education Purdue University

  2. Spatial Abilities in Geology • Map Reading and Interpretation • Navigation Skills • Translations • Unfolding • Visual Penetrative Ability (VPA) • Rotations • Etc.?

  3. Research Purpose & Design • Part of a broader search for correlated skills, abilities, prior experience and training • Ongoing construction of objective measures that either predict or shed light on field mapping ability and problem solving • Students (40 total over two years) were given both GeoSAT and Purdue Visualization of Rotations (PVR) instruments • All students were enrolled in Indiana University G429 – IUGFS field camp

  4. What is Visual Penetrative Ability? Cross sections through the interior of geometrically deterministic geologic objects Kali and Orion 1996, Piburn et al. 2001, Alles 2006, Titus and Horsman 2009

  5. Research Logistics/Methods • Results coded with the same coding scheme as Kali and Orion 1996 and Alles 2006 • Codes summed to make composite, semi-quantitative scores • Pre and post tests given to IUGFS students 2008, pre-only 2009 with recognition of small changes pre- to post.

  6. 1: Face Copy/Mirror Image • 2: Line Continuation

  7. 3: Half Face Copy • 4: Unfolding

  8. 5: Face Combination • 6: Correct Response

  9. Purdue Visualization of Rotations (PVR) • Bodner and Guay 1997 The Chemical Educator, V2, N4 • Noted a correlation between PVR scores and performance on problem-solving tasks in chemistry that require cognitive restructuring/disembedding strategies. • Resistant to analytic (sequential trial and error) processing approaches • Well validated, seemed like a logical extension to geologic problem solving

  10. Purdue Visualization of Rotations (PVR)

  11. Map quality and PVR High PVR score (19) Low PVR score (7)

  12. GeoSAT issues Current GeoSAT instrument is too basic for geoscience students at the basic or advanced undergraduate level Titus and Horsman, 2009 modifications are a step in the right direction, but many of the same codes persist – need to understand what this instrument is telling us Self-selection or no? Our data from the current (weak) instrument suggests so.

  13. PVR implications Instrument has a robust dynamic range even with advanced undergraduates from many backgrounds Correlates loosely with performance on mapping and also sequence stratigraphic geologic problems in other settings Better diagnostic of trouble than success

  14. PVR Implications Why is this so? PVR is a good measure of visual disembedding and rearrangement of key features Connection with a class of tasks that involve embodied cognition? Evidence suggests successful subjects of this instrument and GeoSAT often offload cognition through physical (usually body) proxies, i.e. gestures

  15. Unresolved Questions What is geologic problem solving? In this context is it only structural problem solving? Extension to sedimentary geometries. Understanding of sequence stratigraphic ideas and combined strat/structure/history seems to be correlated with PVR scores – why? Are temporal reasoning problems connected with mental rotations too?

  16. Embodied Cognition The literature on embodied cognition has significant insights to offer – Wilson, 2002 is an interesting review (Psychonomic Bullietin & Review, 9 (4) 625-636) Evaluates the claims of embodied cognition that: • 1. Cognition is situated • 2. Cognition is time pressured • 3. Cognition is offloaded into the environment • 4. Cognition is for action • 5. Offline cognition is body based

  17. General Needs Need to understand what these instruments are measuring vis-à-vis geologic skills and abilities Need to firm up the connections between various geologic tasks and instruments Need to keep developing the suite of tools available for studying cognition in the field and in other geoscience environments Need to keep working with researchers in cognition, education, and visualization

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