Spatial reasoning and its expression in the methodology of transition from 2D to 3D design in Architecture students
Razonamiento espacial y su expresión en la metodología de transición del diseño 2D al 3D en estudiantes de Arquitectura
Raciocínio espacial e sua expressão na metodologia de transição do design 2D para o 3D em estudantes de Arquitetura
| 2025 | |
|
Razonamiento espacial Visualización espacial Rotación mental Metodología de transición 2D-3D Experiencia práctica Rúbrica analítica 2D-3D PSVT:V PSVT:R Purdue Spatial Visualization Test-PSVT Educación en arquitectura Spatial reasoning spatial visualization mental rotation 2D-to-3D transition methodology hands-on experience 2D-to-3D analytical rubric PSVT:V PSVT:R Purdue Spatial Visualization Test-PSVT architectural education Raciocínio espacial Visualização espacial Rotação mental Metodologia de transição 2D-3D Experiência prática Rúbrica analítica 2D-3D PSVT:V PSVT:R Teste de Visualização Espacial de Purdue-PSVT Educação em arquitetura |
|
| Español | |
| Universidad ORT Uruguay | |
| RAD | |
|
https://revistas.ort.edu.uy/anales-de-investigacion-en-arquitectura/article/view/4168
http://hdl.handle.net/20.500.11968/7747 |
|
| Acceso abierto |
| Sumario: | Spatial reasoning is essential in the architectural profession, and even more so at the beginning of their training, where it is necessary to coherently transform two-dimensional ideas into three-dimensional ones. The objective of the study is to analyze spatial reasoning through a hands-on experience applying the 2D-to-3D design transition methodology to architecture students, using a quantitative, descriptive-correlational approach. The sample consisted of 21 students from the Design Workshop I-2025 at a National University in Huánuco, Peru. To assess their spatial reasoning abilities, the Visualization of Developments (PSVT:V) and Visualization of Rotations (PSVT:R) subtests of the Purdue Spatial Visualization Test (PSVT) were administered, and the 2D–3D analytical rubric was used to evaluate practical experience. The results reported medium-to-high levels of spatial reasoning, with a slight preponderance of mental rotation, and although the relationships between PSVT:V, PSVT:R, total PSVT score, and design performance in practical experience were not statistically significant, consistent positive correlations were identified, whereby students with more developed spatial reasoning achieved better results when transitioning their designs from 2D to 3D, making the PSVT an important pedagogical predictor in the teaching of architectural design at the introductory levels. It is recommended to implement early diagnostic tools and active methodologies to strengthen spatial reasoning, as well as to replicate the study with larger samples. |
|---|
