2025 ASEE Annual Conference & Exposition

Spatial skills are crucial for success in STEM fields (e.g., Kersh et al., 2008; Case & Ganley, 2021), yet persistent gender disparities in spatial assessments continue to affect representation and achievement in these domains (Halpern, 2000; Lauer et al., 2019). While traditional research has documented male students outperforming female students in spatial tasks (Linn & Petersen, 1985; Sanders et al., 1982), recent studies suggest these differences may be influenced by assessment materials and methods rather than inherent abilities (e.g., Keune et al., 2021; Peppler et al., 2023; Bailey & Sims, 2014; Maryati & Prahmana, 2019). This research investigates how spatial visualization skills manifest in fiber crafts activities, comparing the approaches of engineers and crafters to understand alternative pathways for spatial skill development.

Drawing on constructionist learning theory, which posits that knowledge emerges in diverse ways through engagement with the material world, we conducted artifact analysis sessions with 16 adult crafters and 19 adult engineers. Participants completed one of three standardized craft tasks: folding a 3-dimensional basket from felt, quilting a pinwheel pattern, or adapting a doll's skirt pattern. Video analysis of the 25 hours of recorded sessions revealed distinct approaches to spatial problem-solving between the two groups. Our findings challenge traditional assumptions about spatial reasoning. Crafters demonstrated successful spatial visualization through an intuitive, materials-first approach, integrating mental visualization with hands-on experimentation. In contrast, engineers' formal training often impeded practical problem-solving, as their emphasis on technical precision and extensive planning led to less functional solutions. These results suggest that engineering education might benefit from incorporating diverse approaches to spatial reasoning, particularly through craft-based activities that encourage direct material engagement and flexible problem-solving strategies.

This study has significant implications for engineering education, suggesting that incorporating craft-based activities and validating multiple approaches to spatial reasoning could enhance spatial skill development while potentially addressing gender disparities in STEM fields. Our findings support the value of epistemological pluralism (i.e., multiple ways of knowing and problem-solving) in spatial skill development and suggest promising directions for transforming engineering education through the integration of novel tools and materials.

This material is based upon work supported by the National Science Foundation (#2100401).