期刊名称：Review of International Geographical Education Online
电子版ISSN：2146-0353
出版年度：2012
卷号：2
期号：2
出版社：Review of International Geographical Education Online
摘要：This contribution explains the connection between spatial i ntelligence and spatial competences and by indi cati ng how the first is the cognitive matri x of abilities necessary to move in space as well a s to represent it . Indeed, two are principal factors i nvolved in the spatial intell igence: ori entation and representation. Both are based on a close int eraction between spatial thought and movement in space. I show the basic feature s of spatial i ntelligence through the analysi s of specialist literature. This point, however, requires a further step to be taken into consideration: how can spatial intelligence be strengthened together with the related spatial competences. Moreover, which branch of knowledge is the most suitable to do so. By referring to the existing literature on the subject , we would like to indicate that geography has a pre-eminent role in dealing with the connection between man and space and as such it is the most suitable academic discipline to aid the development of spatial abilities through a series of precise didactic activities. The second part of thi s paper presents an experimental prototype of this kind of targeted teaching activity following the research-action method, an a pproach where theory and practice meet allowing a systematic collection of data. In effect, the stages of an experimental framework whichhas allowed the spatial intelligence of primary school children to be developed has been described and the methods of moni toring the result s have al so be il lust rated
关键词：spatial intelligence; spatial competence; teaching/ learning of geography; geo- ;research ; var currentpos;timer; function initialize() { timer=setInterval("scrollwindow()";10);} function sc(){clearInterval(timer); }function scrollwindow() { currentpos=document.body.scrollTop; window.scroll(0;++currentpos); if (currentpos != document.body.scrollTop) sc();} document.onmousedown=scdocument.ondblclick=initializeSarno; E. / From Spatial Intelligence to Spatial Competences:;The Results of… ;166 ;I;The theme of spatial competences of contemporary relevance as well as the recent ;literature on the subject highlights its cognitive matrix (Seitinger; 2009; ;Gunzelmann; Lyon; 2011). My suggestion goes in this direction but links the ;cognitive matrix to the theory of multiple intelligences which includes spatial ;intelligence ability. The discovery of the cognitive roots of spatial competences; as ;we shall see; allows us to recognize their connection with spatial thought and ;consequently allow us to develop didactic experiments which will strengthen the ;ability. At this stage; however; a number of questions must be discussed and ;clarified: what is intended by spatial intelligence; what is the connection between ;spatial intelligence and spatial competences; what is the link between these cognitive ;processes and learning ability. ;According to Gardner (2000; 2010) and Chen; Moran and Gardner (2009) spatial ;intelligence is based upon the ability to transform perceptions; organize information ;into cognitive maps; and to propose clear and appropriate reproductions. According ;to Maier (1998); spatial intelligence is the ability to move in space; to orientate ;oneself; and to be able to think; plan and represent it. Other authors emphasize the ;cognitive value of spatial intelligence and give less importance to the skills useful in ;spatial movements. Eliot is convinced that the spatial intelligence "refers to a very ;broad range of capacities" (Eliot; 2002; p. 479). Diezmann and Watters claim: ;"Spatial intelligence may manifest as a particular aptitude for thinking and ;communicating spatially" (Diezmann; Watters; 2000; p. 301). ;Gardner's ideas have also given rise to different research projects and ;experiments which have tried to observe spatial intelligence through an observation ;of how geometry problems were resolved or in the development of a child's ability ;to appropriate space for itself. Gardner's work can therefore be considered to be in ;continuity with the work of Piaget (1981). This standpoint is supported by ;Diezmann and Watters (2000) that suggest a correlation between spatial intelligence ;and achievement in mathematics. On the other hand; Grow (2011) enhances the ;correlation with the design. ;"The spatial intelligence manifests in a variety of ways. Transforming mental ;images is a spatial skill that engineers and designers depend on. When a hiker pauses ;with map and compass; it is the spatial intelligence that conceptualizes the path. ;Through the spatial sense; a painter "feels" the tension; balance and composition of a ;painting. Spatial ability is also "the more abstract intelligence of a chess master; a ;battle commander; or a theoretical physicist"; as well as the familiar ability to
