INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9412059 Everyday visualization: An inquiry into fourth and fifth-grade classroom practices Thakkar, Umesh, Ph.D. The Ohio State University, 1993 UMI 300 N. ZeebRd. Ann Arbor, MI 48106 EVERYDAY VISUALIZATION: AN INQUIRY INTO FOURTH AND FIFTH GRADE CLASSROOM PRACTICES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Doctor Degree of Philosophy in the Graduate School of the Ohio State University By Umesh Thakkar, B.S., M.A. Ohio State University 1993 Dissertation Committee: Dr. John C. Belland Approved by Dr. Suzanne K. Damarin Dr. William D. Taylor Advisor College of Education Department of Educational Policy and Leadership Instructional Design and Technology In memory of my younger sister Rita and with gratitude to the Ohio State University community ACKNOWLEDGEMENTS ‘What do I have that I have not received?’ I would then like to acknowledge the advice and support of my committee members: Professors John C. Belland, Suzanne K. Damarin, and William D. Taylor. My committee members maintained a teacher-friend relationship which nurtured me in the field of instructional design and technology. I take this opportunity to thank Dr. Belland, my advisor, for introducing as well as guiding me in visualization research. I am also grateful for his kind advice on my health. I would not have understood fully nor realized the importance of gender issues in educational technology without the friendship and guidance of Dr. Damarin. I am truly in her debt. I am especially grateful to Dr. Taylor for his kindness and willingness to be on my committee. I want to acknowledge Dr. Douglas H. Macbeth's assistance during the early stages of my research. I sincerely thank the Graduate School for supporting this research with a dissertation award. I would also like to acknowledge the graduate apprenticeships in computer based education given to me by Dr. Kathleen B. Davey, Center for Teaching Excellence, Dr. John C. Belland, Instructional Design and Technology, and Charles A. Dyer, Academic Computing Services. I also thank Denise K. Ng, Office of International Education, for all her advice during my stay in the United States as a foreign student. Finally, I want to acknowledge the friendships of good many American and International students at the Ohio State University campus—my home away from home. VITA 1988.................................................................................B.S., Computer and Information Science, Ohio State University 1989-91 Teaching Assistant, Academic Computing Services, Ohio State University 1990.................................................................................M.A., Instructional Design and Technology, Ohio State University 1990 (Autumn) .................................................................Teaching Assistant, Instructional Design and Technology, Ohio State University 1992...................................................................................Research Assistant, Instructional Design and Technology, Ohio State University 1993...................................................................................Research Assistant, Center for Teaching Excellence, Ohio State University PUBLICATIONS Thakkar, U., Perlman, G., & Miller, D. (1990). Evaluation of the NeXT Interface Builder for prototyping a smart telephone. Association for Computing Machinery Special Interest Group on Computers & Human Interaction Bulletin, 21(3), 80-85. iv Thakkar, U. (1990). Ethics in the design of human computer interfaces for the disabled. Association for Computing Machinery Special Interest Group on Computers and the Physically Handicapped, 42, 1-7. FIELD OF STUDY Major field: Education Studies in: Instructional design and technology Computer based education Qualitative methodology v TABLE OF CONTENTS DEDICATION................................... ii ACKNOWLEDGEMENTS....................................................................... iii VITA......................................................................................................... iv LIST OF FIGURES.................................................................................. ix CHAPTER I. INTRODUCTION TO THE STUDY........................................ 1 Background ...................................................................... 1 Purpose of the study......................................................... 4 Examples of data representing everyday visualization ....................................................................... 5 Significance of the study .................................................... 9 Use of a qualitative research ............................................ 10 Limitations of the study ...................................................... 12 Organization of the chapters ............................................. 13 II. REVIEW OF LITERATURE.................................................... 14 Background in visual imagery ........................................... 14 Visual-spatial skills research ................................ 17 Spatial development ......................................................... 18 Gender and visualization ................................................... 19 Testing and instruction in visualization ............................. 21 Visualization in classrooms ............................................... 24 Visual thinking through visual arts .................................... 28 Framing an everyday perspective for visualization study ................................................................................. 30 Schooling.......................................................................... 31 Everyday activity ................................................................ 34 Summary ........................................................................... 39 III. METHODOLOGY.................................................................... 40 Research setting................................................................ 44 Participants ......................................................................... 44 vi Data collection.................................................................... 46 Data analysis ...................................................................... 48 Validity ................................................................................ 51 IV. PRESENTATION OF THE STUDY DATA.............................. 55 School program................................................................. 56 School schedule................................................................. 57 School principal and classroom teachers ......................... 58 “Neeble, Neeble”............................................................... 60 Introduction to the data descriptions ................................. 62 LEARNING TO SEE IN THE CHESS CLUB.................... 64 Visualization in the chess club .......................................... 65 Instructions to see in the chess lessons............................ 69 LOOKING AND SEEING IN THE ART ROOM.................. 81 Instructions for making Dali like pictures ........................... 88 USING ILLUSTRATIONS ON THE BOARD FOR TEACHING SCIENCE....................................................... 95 Understanding our moon ................................................... 97 Instructions to see the total lunar eclipse......................... 100 “Astronomy pointillism”...................................................... 105 Structure of the atom......................................................... 108 What is lightning? .............................................................. 111 What is a short circuit? ....................................................... 115 ROLE-PLAYING IN SOCIAL STUDIES............................ 121 DIAGRAMMING SENTENCES......................................... 127 WAYS OF KNOWING CUBES, PYRAMIDS, AND LINES................................................................................ 135 Becoming blind