The Facilitation of Spatial Ability and Problem Solving in Adolescent Pupils through Learning in Design

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Abstract
This study arose from the view that experimentation and problem solving involved in design lessons were consistent with features of intellectual development stressed by Piaget. Such criteria, it was held, might strengthen the educational content of art courses. In the experiment pre‐ and post‐tests included a verbal judgement and reasoning test and two spatial measures. A control group pursued an art course of a more conventional type. It was hypothesised that the design group would show greater improvement in the post‐test than the art group. A t test was employed to estimate the significance of differences between the means. The results indicated that both groups made small but highly significant improvement in Spatial Test 1. Spatial Test 3 also indicated some improvement for both groups but the design groups’ score was more significant. This group also showed clear and highly significant increases in the V.J.R. test.

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