Previous research has shown that engaging children in spatial thinking predicts future success and participation in science. This study investigates how seven different museum astronomy programs engaged preschool-age children in spatial thinking (N = 60). We used a multi-level qualitative framework to analyze the children's observable behaviors, called spatial sensemaking practices, and then inferred their cognitive processes, called spatial skills. Using those previously established frameworks, we characterized children's use of spatial sensemaking practices and spatial skills. Additionally, we categorized the spatial skills into four broad groups: Intrinsic-Static, Intrinsic-Dynamic, Extrinsic-Static, and Extrinsic-Dynamic. Our first finding suggests that children most often engaged with Extrinsic-Static spatial skills, which involve comparing the properties of multiple static objects. Our second finding describes how each program facilitated spatial skills in only one or two of the four broad spatial skill categories. Our third finding describes how all of the spatial sensemaking practices helped facilitate multiple spatial skills, suggesting that the same behaviors can engage children in various cognitive processes. Overall, this study provides evidence for how museum astronomy programs engage children in spatial sensemaking.
"},{"label":"Degree","value":["Bachelor of Arts with Departmental Honors"]},{"label":"Author-supplied Keywords","value":["Astronomy","Spatial thinking","Preschool-age children"]},{"label":"Administrative Note","value":"Drupal Node ID: 33849