CARACTERIZACIÓN DEL PENSAMIENTO ESPACIAL EN INGENIERÍA MECANICA Y ARQUITECTURA
DOI:
https://doi.org/10.18623/rvd.v23.5095Keywords:
Pensamiento Espacial, Habilidades Espaciales, Visualización Espacial, Orientación Espacial, Educación STEMAbstract
La presente investigación tiene como objetivo caracterizar el pensamiento espacial en estudiantes de ingeniería mecánica y arquitectura mediante dos aportes complementarios, uno teórico y otro práctico. El aporte teórico se fundamenta en un análisis sistemático del estado del arte que jerarquiza y diferencia conceptos como pensamiento espacial, razonamiento espacial, habilidades espaciales, visualización y orientación espacial en el contexto disciplinar, proporcionando un marco conceptual que orienta el diseño curricular y fortalece los procesos de enseñanza y aprendizaje en educación superior. El aporte práctico comprende el diseño, implementación y análisis de un sistema de actividades que profundiza la caracterización a partir de evidencia empírica recogida en el aula. La investigación adopta un enfoque cualitativo de investigación-acción e integra problemas orientados al desarrollo del pensamiento espacial desde una perspectiva STEM, articulados con el cálculo integral y la geometría aplicada al diseño arquitectónico. Los resultados evidencian desarrollos diferenciales en visualización y orientación espacial, así como rasgos disciplinares específicos. Se concluye que el pensamiento espacial puede fortalecerse mediante actividades contextualizadas, y que su evaluación requiere criterios integrados. El estudio aporta orientaciones para la innovación pedagógica y el mejoramiento curricular universitario.Final del formulario
References
AKDOĞAN. M.; ALAÇAM. S.; YAĞMUR-KILIMCI. E. S. Exploring the influence of architectural education on higher-dimensional spatial abilities: a cross-disciplinary study. Estoa. Journal of the Faculty of Architecture and Urbanism. [S.l.]. v. 14. n. 27. p. 243–256. 2025. Disponible en: https://doi.org/10.18537/est.v014.n027.a15 Acceso el: 1 mar. 2026.
AKIN. O.; EREM. O. Architecture students’ spatial reasoning with 3-D shapes. Journal of Design Research. [S.l.]. v. 9. n. 4. p. 339–359. 2011. Disponible en: https://doi.org/10.1504/JDR.2011.043362 Acceso el: 1 mar. 2026.
AMRO. D. K.; DAWOUD. H. Influencing factors of spatial ability for architecture and interior design students: a fuzzy DEMATEL and interpretive structural model. Buildings. [S.l.]. v. 14. n. 9. p. 2934. 2024. Disponible en: https://doi.org/10.3390/buildings14092934 Acceso el: 1 mar. 2026.
ARAUJO. S. Desarrollo del pensamiento métrico espacial a través de la implementación de un laboratorio de geometría interactivo. Revista ESPACIOS. [S.l.]. v. 41. n. 35. 2020. Disponible en: https://www.revistaespacios.com/a20v41n35/20413514.html . Acceso el: 1 mar. 2026.
ARÉVALO. F. Caracterización del pensamiento espacial en ingeniería mecánica y arquitectura. 2026. Tesis (Doctorado) – Universidad Antonio Nariño. Bogotá. 2026.
BERKOWITZ. M. et al. Spatial abilities for architecture: cross sectional and longitudinal assessment with novel and existing spatial ability tests. Frontiers in Psychology. [S.l.]. v. 12. p. 587. 2021. Disponible en: https://doi.org/10.3389/fpsyg.2020.609363 . Acceso el: 1 mar. 2026.
BERNAL. C. A. Metodología de la investigación: administración. economía. humanidades y ciencias sociales. Bogotá: Pearson. 2018.
BISHOP. A. J. Spatial abilities and mathematics education: a review. Educational Studies in Mathematics. [S.l.]. v. 11. n. 3. p. 257–269. 1980. Disponible en: https://doi.org/10.1007/BF00697739 . Acceso el: 1 mar. 2026.
BUCKLEY. J.; SEERY. N.; CANTY. D. Spatial cognition in engineering education: developing a spatial ability framework to support the translation of theory into practice. European Journal of Engineering Education. [S.l.]. v. 44. n. 1-2. p. 164–178. 2019. Disponible en: https://doi.org/10.1080/03043797.2017.1327944 . Acceso el: 1 mar. 2026.
BUCKLEY. J.; SEERY. N.; CANTY. D. Spatial cognition in engineering education: developing a spatial ability framework to support the translation of theory into practice. European Journal of Engineering Education. [S.l.]. v. 44. n. 1-2. p. 164–178. 2019. Disponible en: https://doi.org/10.1080/03043797.2017.1327944 . Acceso el: 1 mar. 2026.
BYBEE. R. W. The case for STEM education: challenges and opportunities. Arlington: NSTA Press. 2013.
CASEY. M. B. et al. The influence of spatial ability on gender differences in mathematics college entrance test scores across diverse samples. Developmental Psychology. [S.l.]. v. 31. n. 4. p. 697–705. 1995. Disponible en: https://doi.org/10.1037/0012-1649.31.4.697 . Acceso el: 1 mar. 2026.
CHO. J. Y. An investigation of design studio performance in relation to creativity. spatial ability. and visual cognitive style. Thinking Skills and Creativity. [S.l.]. v. 23. p. 67–78. 2017. Disponible en: https://doi.org/10.1016/j.tsc.2016.11.006 . Acceso el: 1 mar. 2026.
CLEMENTS. D. H.; BATTISTA. M. T. Geometry and spatial reasoning. In: GROUWS. D. A. (ed.). Handbook of research on mathematics teaching and learning. New York: Macmillan. 1992. p. 420–464.
DANCHENKO. L. Development of spatial-design thinking in architecture education. E3S Web of Conferences. [S.l.]. v. 274. art. 09010. 2021. Disponible en: https://doi.org/10.1051/e3sconf/202127409010. Acceso el: 1 mar. 2026.
DAVISHAHL. E.; SINGLETON. L.; HASKELL. T.; RUPE. K.; GLEN. L. Scaffolding spatial abilities in integral calculus. In: ASEE ANNUAL CONFERENCE & EXPOSITION. 2022. Minneapolis. MN. Proceedings [...]. [S.l.]: ASEE. 2022. Disponible en: https://doi.org/10.18260/1-2--42091. Acceso el: 1 mar. 2026.
DUFFY. G.; SORBY. S. A.; BOWE. B. An investigation of the role of spatial ability in representing and solving word problems among engineering students. Journal of Engineering Education. [S.l.]. v. 109. n. 3. p. 424–442. 2020. Disponible en: https://doi.org/10.1002/jee.20349 . Acceso el: 1 mar. 2026.
DUFFY. G.; SORBY. S.; REVES. P. R.; DELAHUNTY. T.; PEREZ. L.; RAVISHANKAR. J. The link between spatial skills and engineering problem-solving. In: IEEE INTERNATIONAL CONFERENCE ON TEACHING. ASSESSMENT. AND LEARNING FOR ENGINEERING (TALE). 2018. Proceedings [...]. [S.l.]: IEEE. 2018. Disponible en: https://doi.org/10.1109/TALE.2018.8615193. Acceso el: 1 mar. 2026.
FRICK. A. Spatial transformation skills and later mathematical achievement. Psychological Research. [S.l.]. v. 83. p. 1465–1484. 2019. Disponible en: https://doi.org/10.1007/s00426-018-1008-5 . Acceso el: 1 mar. 2026.
GILLIGAN-LEE. K. A.; HAWES. Z. C. K.; MIX. K. S. Spatial thinking as the missing piece in mathematics curricula. npj Science of Learning. [S.l.]. v. 7. p. 10. 2022. Disponible en: https://doi.org/10.1038/s41539-022-00128-9 . Acceso el: 1 mar. 2026.
HARRIS. D. Spatial reasoning in context: bridging cognitive and educational perspectives of spatial-mathematics relations. Frontiers in Education. [S.l.]. v. 8. art. 1302099. 2023. Disponible en: https://doi.org/10.3389/feduc.2023.1302099. Acceso el: 1 mar. 2026.
HERNÁNDEZ SAMPIERI. R.; FERNÁNDEZ COLLADO. C.; BAPTISTA LUCIO. P. Metodología de la investigación. 6. ed. México: McGraw-Hill. 2014.
LOWRIE. T.; LOGAN. T.; RAMFUL. A. Spatial reasoning influences students’ performance on mathematics tasks. Mathematics Education Research Journal. [S.l.]. v. 39. n. 3. p. 407–414. 2016.
MCGEE. M. Human spatial abilities: psychometric studies and environmental. genetic. hormonal and neurological influences. Psychological Bulletin. [S.l.]. v. 86. n. 5. p. 889–918. 1979. Disponible en: https://doi.org/10.1037/0033-2909.86.5.889 . Acceso el: 1 mar. 2026.
MIX. K. S.; CHENG. Y. L. The relation between space and math: developmental and educational implications. Advances in Child Development and Behavior. [S.l.]. v. 42. p. 197–243. 2012. Disponible en: https://doi.org/10.1016/B978-0-12-394388-0.00006-X . Acceso el: 1 mar. 2026.
NEWCOMBE. N. S. Seeing relationships: using spatial thinking to teach science. mathematics. and social studies. American Educator. [S.l.]. v. 37. p. 26–40. 2013.
SCHENCK. K. E.; NATHAN. M. J. Navigating spatial ability for mathematics education: a review and roadmap. Educational Psychology Review. [S.l.]. v. 36. n. 3. p. 90. 2024. Disponible en: https://doi.org/10.1007/s10648-024-09935-5 . Acceso el: 1 mar. 2026.
SERRANO MARIÑO. B. L. Razonamiento espacial y su expresión en la metodología de transición del diseño 2D al 3D en estudiantes de Arquitectura. Anales de Investigación en Arquitectura. [S.l.]. v. 15. n. 2. 2025. Disponible en: https://doi.org/10.18861/ania.2025.15.2.4168. Acceso el: 1 mar. 2026.
SORBY. S. A. Developing 3-D spatial visualization skills. Engineering Design Graphics Journal. [S.l.]. v. 63. n. 2. p. 21–32. 1999.
SORBY. S. A. Educational research in developing 3-D spatial skills for engineering students. International Journal of Science Education. [S.l.]. v. 31. n. 3. p. 459–480. 2009. Disponible en: https://doi.org/10.1080/09500690802595839 . Acceso el: 1 mar. 2026.
STIEFF. M.; UTTAL. D. How much can spatial training improve STEM achievement? Educational Psychology Review. [S.l.]. v. 27. n. 4. p. 607–615. 2015. Disponible en: https://doi.org/10.1007/s10648-015-9304-8 . Acceso el: 1 mar. 2026.
SUH. J.; CHO. J. Y. Linking spatial ability. spatial strategies. and spatial creativity: a step to clarify the fuzzy relationship between spatial ability and creativity. Thinking Skills and Creativity. [S.l.]. v. 35. art. 100628. 2020. Disponible en: https://doi.org/10.1016/j.tsc.2020.100628. Acceso el: 1 mar. 2026.
TARTRE. L. A. Spatial orientation skill and mathematical problem solving. Journal for Research in Mathematics Education. [S.l.]. v. 21. n. 3. p. 216–229. 1990. Disponible en: https://doi.org/10.2307/749375 . Acceso el: 1 mar. 2026.
THURSTONE. L. Primary mental abilities. Chicago: University of Chicago Press. 1938.
TONE. H.; GUTIÉRREZ. J.; ESCAPA. J.; ESCAPA. P. Spatial skill and perceptions of space: representing 2D drawings as 3D drawings inside immersive virtual reality. Applied Sciences. [S.l.]. v. 11. n. 4. p. 1475. 2021. Disponible en: https://doi.org/10.3390/app11041475. Acceso el: 1 mar. 2026.
TONE. H.; GUTIÉRREZ. J.; ESCAPA. J.; ESCAPA. P. Spatial skill and perceptions of space: representing 2D drawings as 3D drawings inside immersive virtual reality. Applied Sciences. [S.l.]. v. 11. n. 4. p. 1475. 2021. Disponible en: https://doi.org/10.3390/app11041475. Acceso el: 1 mar. 2026.
UTTAL. D. H. et al. The malleability of spatial skills: a meta-analysis of training studies. Psychological Bulletin. [S.l.]. v. 139. n. 2. p. 352–402. 2013. Disponible en: https://doi.org/10.1037/a0028446 . Acceso el: 1 mar. 2026.
UTTAL. D. H.; COHEN. C. A. Spatial thinking and STEM education: when. why. and how? In: ROSS. B. (ed.). Psychology of learning and motivation. [S.l.]: Academic Press. 2012. p. 147–181.
WAI. J.; LUBINSKI. D.; BENBOW. C. Spatial ability for STEM domains: aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology. [S.l.]. v. 101. n. 4. p. 817–835. 2009. Disponible en: https://doi.org/10.1037/a0016127 . Acceso el: 1 mar. 2026.
WOLFGANG. C.; STANNARD. L.; JONES. I. Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics. Early Child Development and Care. [S.l.]. v. 173. n. 5. p. 467–475. 2003. Disponible en: https://doi.org/10.1080/0300443032000088212 . Acceso el: 1 mar. 2026.
XU. T.; SUN. S.; KONG. Q. Spatial reasoning and its contribution to mathematical performance across different content domains. Journal of Intelligence. [S.l.]. v. 13. n. 4. p. 41. 2025. Disponible en: https://doi.org/10.3390/jintelligence13040041 . Acceso el: 1 mar. 2026.
ZOLLMAN. A. Learning for STEM literacy: STEM literacy for learning. School Science and Mathematics. [S.l.]. v. 112. n. 1. p. 12–19. 2012. Disponible en: https://doi.org/10.1111/j.1949-8594.2012.00101.x . Acceso el: 1 mar. 2026.
Downloads
Published
How to Cite
Issue
Section
License
I (we) submit this article which is original and unpublished, of my (our) own authorship, to the evaluation of the Veredas do Direito Journal, and agree that the related copyrights will become exclusive property of the Journal, being prohibited any partial or total copy in any other part or other printed or online communication vehicle dissociated from the Veredas do Direito Journal, without the necessary and prior authorization that should be requested in writing to Editor in Chief. I (we) also declare that there is no conflict of interest between the articles theme, the author (s) and enterprises, institutions or individuals.
I (we) recognize that the Veredas do Direito Journal is licensed under a CREATIVE COMMONS LICENSE.
Licença Creative Commons Attribution 3.0
