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Spatial Constructivist Thinking Theory: A Framework To Address Needs of Digital Visual Learners
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, North Carolina Central University, United States

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper discusses Spatial Constructivist Thinking (SCT) as an alternative method of presenting digital materials to enhance teaching and learning for visual learners. SCT is the integration of pictures, animations, videos, color schemes, abstract plans, applets, graphics and formatted texts in a presentation to represent text and verbal concepts. SCT concepts can be simple or complex, literary or symbolic representations of concepts. This representation addresses Bloom’s taxonomy revised to challenge student’s thinking to the highest level of creating knowledge. SCT also posits that spatial representation is influenced by ones visual and verbal knowledge, and prior experiences. The theoretical framework guiding SCT is the multiple intelligences theory. SCT presentations done by an instructor or knowledgeable peer using SCT reflect the best spatial representation of presenter’s visual and verbal repertoire for concepts presented. For each spatial representation there is a corresponding verbal representation.

Citation

Bull, P. (2010). Spatial Constructivist Thinking Theory: A Framework To Address Needs of Digital Visual Learners. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1297-1302). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 14, 2019 from .

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