Skip to main content
SpringerLink
Log in

Conceptualizing Magnification and Scale: The Roles of Spatial Visualization and Logical Thinking

  • Published:
Research in Science Education Aims and scope Submit manuscript

Abstract

This study explored factors that contribute to students’ concepts of magnification and scale. Spatial visualization, logical thinking, and concepts of magnification and scale were measured for 46 middle school students. Scores on the Zoom Assessment (an assessment of knowledge of magnification and scale) were correlated with the Test of Logical Thinking (TOLT) and a series of four spatial visualization tests. Results showed that the TOLT was significantly correlated with the Zoom Assessment. There was also a significant correlation between the TOLT and spatial visualization assessments MV1 (Shape Memory), MV2 (Building Memory), the Storage Test, and the Surface Development Test. The implications of this study for further research are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. New York: Oxford University Press.

    Google Scholar 

  • Babcock, R., & Laguna, K. (1997). An examination of the factor structure of four of the cognitive abilities included in the educational testing service kit of factor-referenced cognitive tests. Studies in Educational Evaluation, 23(2), 159–168.

    Article  Google Scholar 

  • Bitner, B. (1991). Formal operational reasoning modes: predictors of critical thinking abilities and grades assigned by teachers in science and mathematics for students in grades nine through twelve. Journal of Research in Science Teaching, 28(3), 265–274.

    Article  Google Scholar 

  • Blades, M., Lippa, Y., Golledge, R. G., Jacobson, R. D., & Kitchin, R. M. (2002). Wayfinding by people with visual impairments: the effect of spatial tasks on the ability to learn a novel route. Journal of Visual Impairment and Blindness, 96, 407–419.

    Google Scholar 

  • Brown, J., West, G., & Enquist, B. (2000). Scaling in biology: patterns and processes, causes and consequences. In J. Brown & G. West (Eds.), Scaling in biology (pp. 1–22). New York: Oxford University Press.

    Google Scholar 

  • Capie, W., Newton, R., & Tobin, K. G. (1981). Developmental patterns among formal reasoning skills. Paper presented at the Eleventh Annual symposium of the Jean Piaget Society, Philadelphia, PA, May.

  • Carter, G., Park, J., Butler, S., Wiebe, E. N., & Dickerson, D. (2003). The untapped resource: Spatial cognition in the science classroom. Annual Meeting of the National Association for Research in Science Teaching. Philadelphia: NARST.

    Google Scholar 

  • DeCarcer, I. A., Gabel, D. L., & Staver, J. R. (1978). Implications of Piagetian research for high school science teaching: a review of the literature. Science & Education, 62, 571–583.

    Article  Google Scholar 

  • Delgado, C. (2009). Development of a research-based learning progression for middle school through undergraduate students’ conceptual understanding of size and scale. Unpublished dissertation, University of Michigan.

  • Eames Office. (2009). Powers of ten. Retrieved July 1, 2009, (http://powersof10.com).

  • Eberbach, C., & Crowley, K. (2009). From everyday to scientific observation: how children learn to observe the biologist’s world. Review of Educational Research, 79(1), 39–68.

    Article  Google Scholar 

  • Ekstrom, R., French, J., Harman, H., & Dermen, D. (1976). Manual for kit of factor-referenced cognitive tests. Princeton: Educational Testing Services.

    Google Scholar 

  • Eliot, J. (1987). Models of psychological space: Psychometric, developmental, and experimental approaches. New York: Springer-Verlag.

    Google Scholar 

  • Golledge, R., Gale, N., Pellegrino, J., & Doherty, S. (1992). Spatial knowledge acquisition by children: route learning and relational distances. Annals of the Association of American Geographers, 82(2), 223–244.

    Article  Google Scholar 

  • Hubble, E. (1948). Retrieved July 15, 2009, (http://newsroom-magazine.com/2009/academic/science/hubble-man-to-legend/).

  • Hubona, G., Everett, S., Marsh, E., & Wauchope, K. (1998). Mental representations of spatial language. International Journal of Human-Compuer Studies, 48, 705–728.

    Article  Google Scholar 

  • Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. USA: Basic Books.

    Book  Google Scholar 

  • Jones, M. G., & Rua, M. (2008). Conceptual representations of flu and microbial illness held by students, teachers, and medical professionals. School Science and Mathematics, 108(6), 263–278.

    Article  Google Scholar 

  • Jones, M. G., Taylor, A., Minogue, J., Wiebe, E., & Carter, G. (2007). Understanding scale: powers of ten. Journal of Science Education and Technology, 16, 191–202.

    Google Scholar 

  • Jones, M. G., Tretter, T., Taylor, A., & Oppewal, T. (2008). Experienced and novice teachers’ concepts of spatial scale. International Journal of Science Education, 30, 409–429.

    Google Scholar 

  • Jones, M. G., Taylor, A., & Broadwell, B. (2009). Estimating linear size and scale: body rulers. International Journal of Science Education, 31(11), 1495–1509.

    Google Scholar 

  • Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13(4), 351–371.

    Article  Google Scholar 

  • Kosslyn, S., Reiser, B., Farah, M., & Fliegel, S. (1983). Generating visual images: units and relations. Journal of Experimental Psychology, 112(2), 278–303.

    Google Scholar 

  • Lawson, A. E. (1982). Formal reasoning, achievement, and intelligence: an issue of importance. Science & Education, 66, 77–83.

    Article  Google Scholar 

  • Lawson, A. E. (1985). A review of research on formal reasoning and science teaching. Journal of Research in Science Teaching, 22, 569–617.

    Article  Google Scholar 

  • Lindgren, R., & Schwartz, D. L. (2009). Spatial learning and computer simulations in science. International Journal of Science Education, 31(3), 419–438.

    Article  Google Scholar 

  • Linn, M. C. (1982). Theoretical and practical significance of formal reasoning. Journal of Research in Science Teaching, 19, 727–742.

    Article  Google Scholar 

  • Lynch, K. (1960). The image of the city. Cambridge: MIT.

    Google Scholar 

  • Mayer, R. E. (2003). Elements of a science of e-learning. Journal of Educational Computing Research, 29(3), 297–313.

    Article  Google Scholar 

  • National Research Council. (2006). Learning to think spatially. Washington: National Academy.

    Google Scholar 

  • Palmer, S., Rosch, E., & Chase, P. (1981). Canonical perspective and the perception of objects. In J. Long & A. Baddeley (Eds.), Attention and performance IX (pp. 135–151). Hillsdale: Erlbaum.

    Google Scholar 

  • Piaget, J., & Inhelder, B. (1948/1956). The child’s conception of space (F. J. Langdon & J. L. Lunzer, Trans.). New York: Norton.

    Google Scholar 

  • Richardson, A., Montello, D., & Hegarty, M. (1999). Spatial knowledge acquisition from maps and from navigation in real and virtual environments. Memory and Cognition, 27(4), 741–750.

    Article  Google Scholar 

  • Schnotz, W. (2002). Towards an integrated view of learning from text and visual displays. Educational Psychology Review, 14, 101–120.

    Article  Google Scholar 

  • Shepardson, D. P., & Britsch, S. (2001). The role of children’s journals in elementary school science activities. Journal of Research in Science Teaching, 38(1), 43–69.

    Article  Google Scholar 

  • Sweller, J. (1994). Cognitive load theory, learning difficulty and instructional design. Learning and Instruction, 4, 295–312.

    Article  Google Scholar 

  • Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251–296.

    Article  Google Scholar 

  • Taylor, A., & Jones, M. G. (2009). Proportional reasoning ability and concepts of scale: surface area to volume relationships in science. International Journal of Science Education, 31(9), 1231–1247.

    Google Scholar 

  • Taylor, A., & Jones, M. G. (forthcoming). Crossroads of science and mathematics: The intersection of scale and proportional reasoning. International Journal of Science Education.

  • Thorndyke, P. W., & Hayes-Roth, B. (1982). Differences in spatial knowledge from maps and navigation. Cognitive Psychology, 14, 560–589.

    Google Scholar 

  • Tobin, K., & Capie, W. (1980). The development and validation of a group test of logical thinking. Paper presented at the American Educational Research Association in Boston, MA.

  • Tretter, T., Jones, M. G., Andre, T., Negishi, A., & Minogue, J. (2006a). Conceptual boundaries and distances: students’ and experts’ concepts of the scale of scientific phenomena. Journal of Research in Science Teaching, 43, 282–319.

    Google Scholar 

  • Tretter, T. R., Jones, M. G., & Minogue, J. (2006b). Accuracy of scale conceptions in science: mental maneuverings across many orders of spatial magnitude. Journal of Research in Science Teaching, 43(10), 1061–1085.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. NC State University, Box 7801, Raleigh, NC, 27695-7801, USA

    M. Gail Jones, Grant Gardner, Eric Wiebe & Jennifer Forrester

  2. University of NC at Wilmington, Wilmington, NC, USA

    Amy R. Taylor

Authors
  1. M. Gail Jones
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Grant Gardner
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Amy R. Taylor
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Eric Wiebe
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Jennifer Forrester
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to M. Gail Jones.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Jones, M.G., Gardner, G., Taylor, A.R. et al. Conceptualizing Magnification and Scale: The Roles of Spatial Visualization and Logical Thinking. Res Sci Educ 41, 357–368 (2011). https://doi.org/10.1007/s11165-010-9169-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11165-010-9169-2

Keywords

Search

Navigation