Porter, D and Glick, S (2022) Spatial visualization in construction management education: A review and validation of the literature using professionals and related practitioners. International Journal of Construction Education and Research, 18(1), pp. 17-31. ISSN 1557-8771
Abstract
Little research exists concerning the differences of spatial abilities among Construction Professionals (CP) compared to other STEM and Non-STEM Professionals. The literature on spatial abilities in STEM vocations was reviewed and summarized to form research questions to test practitioners’ perceptions on spatial abilities. This study used a survey and the Purdue Spatial Visualization Test: Rotations (PSVT:R) to identify if specific activities, experiences, or education are perceived to improve mental rotation abilities among practicing construction/related fields professionals. Differences in spatial ability were measured and a statistically significant difference was found between CPs and Non-STEM Professionals (p =.016). Results suggest that the activity of drawing to enhancing spatial ability was attributed more frequently among high scoring individuals (52%) than low scoring individuals (15%). PSVT:R scores were also compared with the amount of time per day participants made use of their spatial abilities and no statistically significant difference was found. Findings from this study suggest that a high level of spatial abilities are present among Construction Professionals. Construction education curriculum benefits from the findings that suggest drawing is an important activity to increase one’s spatial ability and should remain in CM program curriculum.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | communities of practice; construction education; psvt:r; spatial intelligence |
| Index terms: | practitioner, validation, construction education, program, visualization, survey, spatial ability, drawing, construction management education, vocation, construction professional, communities of practice |
| Subjects: | knowledge management, specialized education, practitioner, cognitive psychology, professional education, technical documentation, data collection methods, professional development, design practice, software systems |
| Topics: | Design Practice, Digital Applications, Research Practice, Information Management, Roles and Professions, Education |
| Descriptive scope: | 3 PCE |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here