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<p>This study investigates the roles of spatial visualization (SV) and spatial orientation (SO) in high school students’ conceptual understanding of Newtonian mechanics. 163 Grade 10 students completed the PSVT-R, SOT, and FCI. Results showed that SV was significantly correlated with FCI scores (<i>r</i> = 0.46, <i>p</i> &lt; 0.001), whereas SO was not (Spearman’s <i>ρ</i> = 0.11, <i>p</i> = 0.179). Item-level analyses (Fisher’s exact test, FDR correction) indicated that SV was selectively associated only with items requiring dynamic mental simulation within Newton’s First Law. Nonlinear Resource Causal Analysis within the General Systems Performance Theory framework revealed that SV acts as a limiting resource (statistical boundary condition) for conceptual understanding. Significant gender differences were found in SV but not in SO, and only 1.8% of students reported receiving formal spatial training. By distinguishing SV from SO, introducing a resource-based analytical framework, and identifying item-level selective effects, this study refines the understanding of the relationship between spatial ability and physics learning, and underscores the necessity of integrating spatial ability training into physics instruction.</p>

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Differential Roles of Spatial Visualization and Spatial Orientation in Conceptual Understanding of Newtonian Mechanics

  • 期刊论文

  • 发表日期：

    2026年7月29日

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  • Chenghao Liu,
  • Huiling Xu,
  • Yiheng Zeng,
  • Jianbing Wu,
  • Fanghao Su,
  • Dan Liu,
  • Zengze Liu,
  • Sudong Pan

摘要

This study investigates the roles of spatial visualization (SV) and spatial orientation (SO) in high school students’ conceptual understanding of Newtonian mechanics. 163 Grade 10 students completed the PSVT-R, SOT, and FCI. Results showed that SV was significantly correlated with FCI scores (r = 0.46, p < 0.001), whereas SO was not (Spearman’s ρ = 0.11, p = 0.179). Item-level analyses (Fisher’s exact test, FDR correction) indicated that SV was selectively associated only with items requiring dynamic mental simulation within Newton’s First Law. Nonlinear Resource Causal Analysis within the General Systems Performance Theory framework revealed that SV acts as a limiting resource (statistical boundary condition) for conceptual understanding. Significant gender differences were found in SV but not in SO, and only 1.8% of students reported receiving formal spatial training. By distinguishing SV from SO, introducing a resource-based analytical framework, and identifying item-level selective effects, this study refines the understanding of the relationship between spatial ability and physics learning, and underscores the necessity of integrating spatial ability training into physics instruction.