Assessing the impact of spatial visualization skills on physical reasoning in undergraduate physics courses

Spatial reasoning has been identified as a core competency for students at both the K-12 and university levels and is a key factor in developing engineering design skills. Chemistry researchers have also suggested critical linkages between spatial visualization and chemical reasoning. However, the potential connection between spatial reasoning and problem-solving skills in the context of physics education has not been extensively explored. Our study examines the connection between conceptual reasoning and spatial reasoning abilities in first-year calculus-based Newtonian mechanics and electricity and magnetism courses by utilizing widely used standardized measures of both areas. We found significant correlations at the p=0.005 level or better between students' performance on the Purdue Spatial Visualization Test and their performance on both the Simplified Force Concept Inventory and the Brief Electricity and Magnetism Assessment. Since there is evidence that spatial reasoning skills can be improved through training, the authors argue that these results support the development and implementation of targeted pedagogical interventions focused on the development of these skills throughout a student's education, which could improve the success of students in STEM courses.