Journal of Technology Education
Spatial abilities, specifically visualization, play a significant role in the achievement in a wide array of professions including, but not limited to, engineering, technical, mathematical, and scientific professions. However, there is little correlation between the advantages of spatial ability as measured through the creation of a sectional-view sketch between engineering technology, industrial technology, and science education students. A causal-comparative study was selected as a means to perform the comparative analysis of spatial visualization ability. This study was done to determine the existence of statistically significant difference between engineering technology, industrial technology, and science education students’ ability to correctly create a sectional-view sketch of the presented object. No difference was found among the sketching abilities of students who had an engineering technology, industrial technology, or science education background. The results of the study have revealed some interesting results. © 2016, Virginia Polytechnic Institute. All rights reserved.
Original Publication Citation
Katsioloudis, P., Dickerson, D., Jovanovic, V., & Jones, M. V. (2016). Use of dynamic visualizations for engineering technology, industrial technology, and science education students: Implications on ability to correctly create a sectional view sketch. Journal of Technology Education, 28(1), 19-36. doi:10.21061/jte.v28i1.a.2
0000-0003-3288-6750 (Katsioloudis), 0000-0002-8626-903X (Jovanović), 0000-0002-9879-2477 (Jones)
Katsioloudis, Petros J.; Dickerson, Daniel; Jovanovic, Vukica; and Jones, Mildred V., "Use of Dynamic Visualizations for Engineering Technology, Industrial Technology, and Science Education Students: Implications on Ability to Correctly Create a Sectional View Sketch" (2016). Engineering Technology Faculty Publications. 17.