FRAMEWORK SPATIAL CRITICAL THINKING IN SCIENCE: RULES GOT FROM HYPOTHESIS AND EXPLORATION
Keywords:
Abstract
Spatial abilities have been perceived as an indicator of accomplishment and execution in Science disciplines. These abilities are communicated through various critical thinking techniques, contingent upon content, understudies' qualities and given portrayals. The reason for this article is to distinguish basic issues in platform understudies' spatial critical thinking in science, in light of the advancement of elective systems through the collaboration with different portrayals. Seeing portrayals as instruments, their gainful impact on critical thinking is deciphered through the interceded activity hypothesis. Considering intellectual and formative speculations and examination discoveries, a system that incorporates basic measurements, similar to portrayals' attributes and understudies' age, is proposed. At last, we consider the conceivable capability of geospatial portrayals for presenting understudies in science critical thinking and finish up by analyzing suggestions for research.
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