Spatial thinking and National Science standards

The relationship between the scientific standards for spatial thinking basic concepts is certainly not as explicit as in mathematics (NRC 1996) standards. An in-depth reading of the scientific standards suggests that there is a space thought and content of spatial reasoning, but no sentence appears in the text, nor are the concepts discussed systematically and explicitly.

Science standards are similar to those of the mathematical structures. The only exception is that although the mathematics standards speak of "standards and principles", science standards widely apply the notion of standards to each element of the educational system that affects the student-teacher relationship. Therefore, in the science standards are standards for education, assessment, teacher preparation and content, then mathematics standards to manage several of these topics in the principles.

Standards relating to scientific content containing six fundamental themes, for which standards are developed in each of three grade intervals (K-4, 5-8 and 9-12). These themes are unifying concepts and processes; Science as inquiry; physical sciences, life sciences, Earth and space science. Science and technology. Science in personal and social perspective; and history and the nature of science.

The standards of content for the physical, life, Earth and space science are based on a theme associated with spatial thinking. This theme is an orderly development to name and locate objects, to place objects in relationship to each other, appoint these relationships and then proceeds to the explanations of the structure space and functional objects and their relations. This is parallel to the discussion on the historical process which took first of positioning astronomy and appoint the objects in the sky to deduce the structure and evolution of the universe. These steps are summarized in the Earth sciences standard, which is starting to find and describing the geological materials and culminates with the origin and evolution of Earth to level 9-12 system, including explicitly to level 5-8 space Earth system structure. In standard life sciences, a constructivist approach similar rises to 9-12 with an understanding of the material, energy and organizes. many of living systems, progress in grades 5-8, through the study of the structure and function in living systems.

Standards relating to scientific content necessarily reflect spatial thinking and the reasoning of implicitly, because many objects of study for science exist in the real world. Thus, it is necessary to place things in this world, talk to their relations and to make inferences about their structure and their function. The question of how thinking space focus explicitly on could improve this study process remains unanswered in the science standards, with one possible exception in the standards of program for the design and implementation of science program at the school level and district. The standards program standard C says that "the science program should be coordinated with the mathematics curriculum to improve student's use and understanding of mathematics in the study of science and improve students understanding of Mathematics".

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