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Research has shown that spatial ability plays a key role in understanding STEM (Science, Technology, Engineering, and Mathematics) content, including chemistry. Conservation of Matter (CoM) is an essential but challenging topic for chemistry students of all ages to grasp; it is often taught in a way where students memorize it but do not learn what it means conceptually. This research explored the relationship between understanding spatial ability and conceptual understanding of CoM in middle school students. CoM was examined in two ways using the Conservation of Matter Assessment (CoMA): through questions on conservation of atoms and the conservation of mass. Spatial ability was measured using the Purdue Spatial Visual Test: Rotations (PSVT). Significant, moderate correlations were found between spatial ability and understanding of CoM prior to and after a chemistry unit including instruction on CoM; the correlation was stronger after instruction. Scores on the PSVT and CoMA significantly increased pre to post instruction. The data show spatial ability may impact students' understanding of CoM, which contributes to the literature on factors that impact students' understanding of chemistry. Additionally, it provides evidence that teachers should consider including spatially rich experiences in their chemistry classroom, such as making explicit connections between the areas of Johnstone's Triad.

K-12 science teachers in the United States are encouraged to teach their students engineering. When incorporating engineering into their science curricula, teachers commonly either focus on: (1) engineering and lace science throughout; or (2) science and lace engineering throughout. This study explores middle school students' nature of engineering understanding before and after instruction with different engineering foci through the collection and analysis of student surveys (n~200) and interviews (n = 16). Findings demonstrated centering science while lacing engineering throughout allowed for a slight increase in the understanding that engineers use science and math, however, centering engineering allowed students to understand many more attributes of engineers (i.e., engineers invent/design/create, improve things, fix, and solve problems) after instruction than they did prior to instruction. These findings and their limitations are discussed in relation to the developing Nature of Engineering framework and the new content demands of the U.S. Next Generation Science Standards.

This research with middle school students from Kentucky (KY) and Nevada (NV) provides a snapshot of students' spatial-scientific understandings as we explored how well students understand lunar-related content, both spatially and scientifically, after receiving instruction with similar curricular Earth-Space content. Utilizing a lens of spatial reasoning ability, we further compared the ways middle level grade (sixth vs. eighth) factored into how well students comprehend the complexities of the Earth/Moon/Sun system and the cause of lunar phases. NV teaches Moon phases in eighth grade (age of 13-14) while KY teaches phases in sixth grade (age of 11-12). To be clear, we are not claiming that sixth graders and eighth graders are similar cognitively. Since phases are only taught formally once (at the middle level), we are exploring how well students understand these lunar-related, spatial-scientific concepts at the conclusion of their formal instruction. The majority of the states teach lunar phases either in sixth grade or in eighth grade; it is a state's choice. The rationale for this study is to begin the conversation regarding Does grade level matter on science content that requires spatial reasoning ability? This study will begin to shed light on this topic. The research questions specifically investigated for this study were: (1) How do sixth and eighth grade students compare in terms of their spatial ability and lunar knowledge as measured via content surveys? (2) How do sixth and eighth grade students compare in their spatial awareness and description of the Earth/Moon/Sun system as measured via clinical interviews? (3) How do quantitative and qualitative datasets compare/contrast with each other to create a complex snapshot of sixth graders versus eighth graders spatial-scientific understandings of the Moon and its phases?

Progressive supranuclear palsy (PSP) and corticobasal syndrome (CBS; the most common phenotype of corticobasal degeneration) are tauopathies with a relentless course, usually starting in the mid-60s and leading to death after an average of 7 years. There is as yet no specific or disease-modifying treatment. Clinical deficits in PSP are numerous, involve the entire neuraxis, and present as several discrete phenotypes. They center on rigidity, bradykinesia, postural instability, gait freezing, supranuclear ocular motor impairment, dysarthria, dysphagia, incontinence, sleep disorders, frontal cognitive dysfunction, and a variety of behavioral changes. CBS presents with prominent and usually asymmetric dystonia, apraxia, myoclonus, pyramidal signs, and cortical sensory loss. The symptoms and deficits of PSP and CBS are amenable to a variety of treatment strategies but most physicians, including many neurologists, are reluctant to care for patients with these conditions because of unfamiliarity with their multiplicity of interacting symptoms and deficits. CurePSP, the organization devoted to support, research, and education for PSP and CBS, created its CurePSP Centers of Care network in North America in 2017 to improve patient access to clinical expertise and develop collaborations. The directors of the 25 centers have created this consensus document outlining best practices in the management of PSP and CBS. They formed a writing committee for each of 12 sub-topics. A 4-member Steering Committee collated and edited the contributions. The result was returned to the entire cohort of authors for further comments, which were considered for incorporation by the Steering Committee. The authors hope that this publication will serve as a convenient guide for all clinicians caring for patients with PSP and CBS and that it will improve care for patients with these devastating but manageable disorders.

Differences were examined between groups of sixth grade students? spatial-scientific development pre/post implementation of an Earth/Space unit. Treatment teachers employed a spatially-integrated Earth/Space curriculum, while control teachers implemented their Business as Usual (BAU) Earth/Space units. A multi-level modeling approach was used in a hierarchical manner to evaluate student performance on the Purdue Spatial Visualization: Rotation test (PSVT-Rot) and on the Lunar Phases Concept Inventory (which included four spatial domains), while controlling for two variables (gender and race/ethnicity) at the student level and one variable (teaching experience) at the teacher level. Results showed Treatment girls achieved higher LPCI Periodic Patterns (PP) spatial domain post-scores than girls in the BAU group. A gender gap was also observed (in favor of boys) within the BAU group for PP domain post-scores, while no gap was shown within the Treatment group. In addition, results for PP suggest Students of Color tended to have lower PP scores than White students (Effect Size = 0.29), and that higher pretest PP scores tended to lead to higher posttest PP scores, after adjusting for other student and teacher characteristics. The only statistically significant predictor of the PSVT-Rot posttest scores were scores on the respective pretest.

The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, & Zangori, 2013) to identify ways in which features of inquiry were emphasized in each classroom. Additionally, classroom communities of practice were categorized as task-based or practice-based (Riel & Polin, 2004). The authors found that student learning outcomes were related to the fidelity with which the teachers implemented the lesson. Teachers with higher P-SOP scores fostered more of a practice-based learning community than task-based one, which also paralleled greater student learning gains. Although the students' scores did not differ by teacher on the preassessment, they did differ significantly on the postassessment, indicating that the curricular choices and learning communities developed by the teachers impacted what students were able to learn.

[This paper is part of the Focused Collection on Astronomy Education Research.] Multiple studies show that spatial thinking skills contribute to students' performance in science, technology, engineering, and mathematics disciplines. The study of astronomy is no different with the understanding of many astronomical phenomena requiring spatial thinking skills. This paper describes traditional and contemporary approaches to characterizing and measuring spatial thinking skills and suggests how they inform research in astronomy education. It summarizes previous literature in astronomy education research and categorizes the research approaches of astronomy education peer-reviewed journal articles and conference proceedings that explicitly consider the role of spatial thinking. Additionally, it recommends directions and curricular approaches for astronomy education research informed by current research in spatial thinking.

[This paper is part of the Focused Collection on Astronomy Education Research.] We examined teachers' spatial-scientific reasoning and the alternative conceptions they held regarding Earth-space content. While participating in a professional development (PD) workshop, teachers engaged in an integrated mathematics and science project-based unit designed to foster spatial reasoning and improve lunar-related conceptual understanding. The Purdue Spatial Visualization Test-Rotation (PSVT-Rot) and the Lunar Phases Concept Inventory (LPCI) were used to assess understanding. We found the teachers held similar alternative conceptions as their students. Moreover, we discovered that teachers had limited understanding of the Earth-Moon-Sun scale, motions, and geometric configurations. To determine how teachers' spatial-scientific confidence and ability translated to their classroom practice, we videotaped and analyzed instruction conducted by 6 teachers on an Earth-space lesson. Two teachers with the highest spatial-scientific confidence and ability had students achieving significant learning outcomes on both the PSVT-Rot and the LPCI.

After a mild traumatic brain injury (mTBI), dizziness and balance problems are frequently reported, affecting individuals' daily lives and functioning. Vestibular rehabilitation is a standard treatment approach for addressing these issues, but its efficacy in this population remains inconclusive. A potential reason for suboptimal outcomes is the lack of objective monitoring of exercise performance, which is crucial for therapeutic success. This study utilized wearable inertial measurement units (IMUs) to quantify exercise performance in individuals with mTBI during home-based vestibular rehabilitation exercises. Seventy-three people with mTBI and fifty healthy controls were enrolled. Vestibular exercises were performed, and IMUs measured forehead and sternum velocities and range of motions. The mTBI group demonstrated a slower forehead peak angular velocity in all exercises, which may be a compensatory strategy to manage balance issues or symptom exacerbation. Additionally, the mTBI group exhibited a larger forehead range of motion during specific exercises, potentially linked to proprioceptive deficits. These findings emphasize the usefulness of utilizing IMUs to monitor the quality of home-based vestibular exercises for individuals with mTBI and the potential for IMUs improving rehabilitation outcomes. [ABSTRACT FROM AUTHOR]

The framework of professional noticing describes three components (attending, interpreting, and deciding) that allow teachers to better understand the thinking of their students. Via this method, teachers attend to their classroom by observing relevant cues from students, interpret these cues based on their knowledge of student development, and decide how best to proceed in their lesson. This study utilized an open‐response survey to collect data regarding the professional noticing skills, physics and mathematics content knowledge, and teaching experience of Science, Technology, Engineering, and Mathematics graduate students. Participants were given a physics and calculus problem to solve to assess their level of content knowledge and then watched a video‐based scenario of a teacher and student discussing the same problems. After, participants were prompted to answer questions corresponding with the attending, interpreting, and deciding components of professional noticing. We found significant results that suggest teaching experience alone is not enough to employ professional noticing skills when attending physics scenarios, and that possessing content knowledge has a positive impact on professional noticing ability, both overall and within the components. [ABSTRACT FROM AUTHOR]

This study investigated sixth-grade middle-level students' geometric spatial development by gender and race within and between control and experimental groups at two middle schools as they participated in an Earth/Space unit. The control group utilized a regular Earth/Space curriculum and the experimental group used a National Aeronautics and Space Administration-based curriculum. The quantitative data sources included the Lunar Phases Concept Inventory, Geometric Spatial Assessment, and the Purdue Spatial Visualization-Rotation Test. The results indicated the experimental males and females, and the students of color and white students in the experimental group showed significant gains in their understanding of geometric spatial visualization from pre- to post-implementation. However, for the control group, the significant gains were limited to the males and the white students. The findings reveal that support is needed for males, females, and all racial groups to have the opportunity to develop their spatial reasoning, which in turn, increases students' scientific understanding.

Relationships between sixth grade students' moon journaling and students' spatial-scientific reasoning after implementation of an Earth/Space unit were examined. Teachers used the project-based Realistic Explorations in Astronomical Learning curriculum. We used a regression model to analyze the relationship between the students' Lunar Phases Concept Inventory (LPCI) post-test score variables and several predictors, including moon journal score, number of moon journal entries, student gender, teacher experience, and pre-test score. The model shows that students who performed better on moon journals, both in terms of overall score and number of entries, tended to score higher on the LPCI. For every 1 point increase in the overall moon journal score, participants scored 0.18 points (out of 20) or nearly 1% point higher on the LPCI post-test when holding constant the effects of the other two predictors. Similarly, students who increased their scores by 1 point in the overall moon journal score scored approximately 1% higher in the Periodic Patterns (PP) and Geometric Spatial Visualization (GSV) domains of the LPCI. Also, student gender and teacher experience were shown to be significant predictors of post-GSV scores on the LPCI in addition to the pre-test scores, overall moon journal score, and number of entries that were also significant predictors on the LPCI overall score and the PP domain. This study is unique in the purposeful link created between student moon observations and spatial skills. The use of moon journals distinguishes this study further by fostering scientific observation along with skills from across science, technology, engineering, and mathematics disciplines.

This research explored young children's early thoughts about natural phenomena and investigated sources of influence toward their knowledge construction. Two Piagetian interviews were conducted with four children. Each child was questioned about two phenomena in particular: (a) the moon and its changing appearance (moon phases) and (b) the formation of shadows. The first Piagetian interview involved a lunar protocol, and the second (given a week later) was a shadow protocol. The external interest of this research study concerns when and why do children develop the commonly held Earth's shadow misconception as the cause of the moon's phases. Findings showed that none of the young children believed that various lunar phases were due to an Earthly shadow cast upon the moon. The shadow interview results revealed that young children had primitive understandings of the shadow concept. In fact, two of the four children indicated that no light source was needed to produce a shadow.

This study documented the means by which STEM (science, technology, engineering, and mathematics) educators experienced the mathematics and science associated with understanding lunar phenomena. The article reports how well STEM education graduate students interacted with projectbased materials as they engaged in interdisciplinary teaching and learning. Research questions pursued were: (a) How will students' spatial mathematics and scientific understandings develop as they engage in a contextualized, technology-rich, project-based environment? and (b) How will the students' group projects affect their understanding of lunar related concepts? A mixedmethods approach was used with this semester-long design study to expose how focused project work facilitated spatial understanding. Significant gains were made on lunar-related concepts that had been previously resistant to conceptual change (lunar motion and effect of lunar phase with location change). An implication of this study suggests that technologies (i.e., Stellarium, online blogging with Australia, and Geometer's Sketchpad) facilitated students' project progress, aided students' understanding of how perspective matters in terms of Earthly sky viewing, and deepened students' understanding on domains that included spatial reasoning.