Exploring and Enhancing Spatial Thinking: Links to Achievement in Science, Technology, Engineering, and Mathematics?

Uttal, David H.; Miller, David I.; Newcombe, Nora S.

doi:10.1177/0963721413484756

Cited by 297Spatial Cognition and NavigationGeography Education and PedagogyCognitive and developmental aspects of mathematical skills

Exploring and Enhancing Spatial Thinking: Links to Achievement in Science, Technology, Engineering, and Mathematics?

Uttal, David H., Miller, David I., Newcombe, Nora S.·2013·Current Directions in Psychological Science

DOI 10.1177/0963721413484756

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Abstract

Although neglected in traditional education, spatial thinking plays a critical role in achievement in science, technology, engineering, and mathematics (STEM) fields. We review this relationship and investigate the malleability of spatial thinking. Can spatial thinking be improved with training, life experience, or educational interventions? Can improving spatial thinking improve STEM achievement? Research indicates that the answer is “yes” to both questions. A recent quantitative synthesis of 206 spatial training studies found an average training improvement of 0.47 standard deviations. Training effects lasted for months in studies examining durability and transferred to tasks that differed at least moderately from training tasks. A few studies indicate that spatial training can improve STEM learning, although more research needs to be done on this issue. We argue that including spatial thinking in STEM curricula could substantially increase the number of Americans with the requisite cognitive skills to enter STEM careers.

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Improving spatial thinking improves science, technology, engineering, and mathematics (STEM) achievements.
“Uttal et al. [92] report that improving spatial thinking improves science, technology, engineering, and mathematics (STEM) achievements.”
From Opening up Smart Cities: Citizen-Centric Challenges and Opportunities from GIScience (2016) · cites this paper as [92]

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Authors: Uttal, D. H., Miller, D. I., & Newcombe, N. S.
Affiliations: Northwestern University (US)
Temple University (US)
ORCID: Uttal, David H.
Miller, David I.
Newcombe, Nora S.
Venue: Current Directions in Psychological Science
Publisher: SAGE Publications
Published: 2013-09-25
Volume: 22
Issue: 5
Pages: 367-373
ISSN: 0963-7214 (ISSN-L)
1467-8721
DOI: 10.1177/0963721413484756
OpenAlex: W2164574416
Cited by: 297
References: 31
Citations by year: 2026: 22 · 2025: 20 · 2024: 25 · 2023: 25 · 2022: 24 · 2021: 37 · 2020: 35 · 2019: 24 · 2018: 26 · 2017: 23 · 2016: 18 · 2015: 10 · 2014: 5 · 2013: 2
FWCI: 18.17
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Current Directions in Psychological Science (publishedVersion)
Funders: National Science Foundation
U.S. Department of Education
Topics: Physical Sciences › Engineering › Automotive Engineering › Spatial Cognition and Navigation
Social Sciences › Geography, Planning and Development › Geography Education and Pedagogy
Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
Keywords: spatial thinking, spatial training, STEM achievement, transfer of training, STEM education, cognitive skills, STEM careers

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Exploring and Enhancing Spatial Thinking: Links to Achievement in Science, Technology, Engineering, and Mathematics?

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