The associations between spatial skills and specific components of physics knowledge: a primary school classroom study on sound propagation

Previous research demonstrates an association between spatial ability and science achievement in primary school aged children. However, little is known about the mechanisms driving this relationship. We therefore investigated the associations between children’s spatial skills and components of physics learning (knowledge retrieval vs. conceptual knowledge [predictions and explanations]). Participants (N = 107; mean age: 9.2 years) completed a set of spatial tasks based on the ‘2 x 2’ (intrinsic-extrinsic; static-dynamic) model. They also participated in a whole-class science lesson about sound, followed by an assessment of science knowledge. After controlling for vocabulary and prior knowledge, spatial ability was not associated with knowledge retrieval scores. Mental rotation was most closely associated with conceptual predictions (r 2 = 4-7%). However, mental folding was most strongly associated with conceptual explanations (r 2 = 9-14%). These findings suggest that future spatial intervention studies designed to enhance children’s science learning should target these intrinsic-dynamic spatial skills.