2026-10-06T05:22:16Z https://api.figshare.com/v2/oai

oai:figshare.com:article/34054509 2026-10-02T05:35:57Z category_129 portal_316 item_type_3 month_year_10_2026

Data Sheet 1_A STEM-based learning trajectory for developing spatial reasoning in 8-year-old children: online and face-to-face implementations.pdf Ana Isabel Sacristán (25162512) Andrea Ortiz-Rocha (25162515) Ivonne Sandoval (25162518) Education classroom cultures disadvantaged context online and face-to-face learning primary school spatial reasoning STEM integration <p>We present a STEM-based learning trajectory, centered on the phenomenon of earthquakes, that aims to develop spatial reasoning in eight-year-old children. The trajectory has as an end product the design of an evacuation route. Based on a framework integrating spatial reasoning actions, reference frames, and the differentiation of micro-, meso- and macrospaces, the trajectory tasks combine concrete resources (measuring tools, recycled materials) with digital ones (e.g., Google Maps, Google Earth, LightBot) so that students can analyze representations, measure distances, as well as construct and test instruments and artifacts (e.g., a seismograph) not usually included in the primary school curriculum. It is designed to help students articulate and move between different spatial sizes and their representations and use adequate measuring instruments for each. Within a design-based research (DBR) study, the trajectory was implemented with groups of children from a disadvantaged context in Mexico, in two phases and in different modalities: online, during the Covid-19 pandemic, and face-to-face the following year. We describe the pedagogical framework, learning environment, and trajectory design, and report results derived from the analysis of the implementation data –video and audio recordings, photos and student productions. We discuss the practical implications of combining digital and concrete resources, mathematics and the other STEM disciplines; we argue that this can be considered an extended sense of blended learning that helps build a classroom culture of inquiry and gives children agency over their own reasoning. We end by acknowledging the constraints of our work and discuss the accessibility limitations of the online modality in our implementation.</p> 2026-10-02T05:35:57Z Dataset Dataset 10.3389/feduc.2026.1947315.s001 https://figshare.com/articles/dataset/Data_Sheet_1_A_STEM-based_learning_trajectory_for_developing_spatial_reasoning_in_8-year-old_children_online_and_face-to-face_implementations_pdf/34054509 CC BY 4.0