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Spatial thinking in early childhood: findings from astronomy museum programs

Previous studies indicate that childhood aptitude in spatial thinking predicts future academic success and participation in science. This study investigates how children engaged in spatial thinking during seven museum astronomy programs (N = 52). We analysed how children’s use of spatial sensemaking practices–the observable behaviors used during spatial thinking–allowed us to interpret their use of spatial skills. Using previously established frameworks, we identified the spatial sensemaking practices used by the children: gestures, sketching, use of body, spatial talk, and object manipulation. We categorized children’s use of spatial skills into four broad groups: Intrinsic-Static, Intrinsic-Dynamic, Extrinsic-Static, and Extrinsic-Dynamic. We found that children engage in a wide range of spatial skills across all four broad spatial skill categories during museum astronomy programs. Children most often engaged with Extrinsic-Static spatial skills, which involve comparing the properties of multiple static objects. Further, we find that each individual program only engaged children in one or two of the four spatial skill quadrants. Our second finding describes how all of the observed spatial sensemaking practices facilitated multiple spatial skills, suggesting that children use the same behaviors to facilitate various cognitive processes. Overall, this study shows that museum astronomy programs engage preschool-age children in spatial thinking.

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Metadata

Work Title Spatial thinking in early childhood: findings from astronomy museum programs
Access
Open Access
Creators
  1. Hannah K. Lewis
  2. Julia D. Plummer
Keyword
  1. astronomy
  2. early childhood education
  3. museum education
  4. spatial thinking
License CC BY-NC 4.0 (Attribution-NonCommercial)
Work Type Article
Publisher
  1. International Journal of Science Education, Part B: Communication and Public Engagement
Publication Date February 27, 2025
Publisher Identifier (DOI)
  1. https://doi.org/10.1080/21548455.2025.2469825
Deposited June 29, 2026

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Work History

Version 1
published

  • Created

    June 29, 2026 16:18 by Researcher Metadata Database

  • Added Creator Hannah K. Lewis

    June 29, 2026 16:18 by Researcher Metadata Database

  • Added Creator Julia D. Plummer

    June 29, 2026 16:18 by Researcher Metadata Database

  • Updated

    June 29, 2026 16:18 by [unknown user]

  • Added Lewis Plummer 2025 IJSE(b) Manuscript Unblinded Revised (1).docx

    June 29, 2026 16:18 by jdp17

  • Updated

    June 29, 2026 16:18 by jdp17

  • Updated Open access version Show Changes

    June 29, 2026 16:18 by [unknown user]

    Open access version
    • unknownVersion
  • Updated License, Open access version, Publisher's Statement Show Changes

    June 29, 2026 16:19 by jdp17

    License
    • https://creativecommons.org/licenses/by-nc/4.0/
    Open access version
    • unknownVersion
    • acceptedVersion
    Publisher's Statement
    • This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Science Education Part B on 2025-02-27, available online: https://www.tandfonline.com/10.1080/21548455.2025.2469825.
  • Updated Creator Hannah K. Lewis

    June 29, 2026 16:19 by jdp17

  • Published

    June 29, 2026 16:19 by jdp17

  • Updated

    June 29, 2026 22:06 by [unknown user]

  • Updated Keyword, Publication Date, Publisher's Statement Show Changes

    July 09, 2026 13:10 by jts5573

    Keyword
    • astronomy, early childhood education, museum education, spatial thinking
    Publication Date
    • 2025-01-01
    • 2025-02-27
    Publisher's Statement
    • This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Science Education Part B on 2025-02-27, available online: https://www.tandfonline.com/10.1080/21548455.2025.2469825.