Spatial ability for university biology education

Abstract

Studying and pursuing careers of Science, Technology, Engineering, and Mathematics (STEM) fields demand spatial ability. Completing a university degree in biology is no exception. The aim of this study is to summarize key findings showing that there is a two-way relation between university biology education and spatial ability. The first aspect of this relation is the most investigated: spatial ability facilitates learning biology. However, the other aspect is also possible: learning biology may improve spatial ability. We present empirical evidence to support both possibilities. The focus is on university biology, and the spatial abilities of mental rotation and mental folding (spatial visualization). We present findings showing that these spatial abilities affect university biology learning and achievement from textual and visual materials. We also present correlational studies and experiments showing that university biology learning positively affects mental rotation and mental folding.