FOSTERING SPATIAL THINKING IN DISCOVERING THE LATERAL SURFACE AREA FORMULA (GRADE 7) THROUGH THE EXPERIENTIAL LEARNING MODEL
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Abstract
This study explores the effectiveness of Kolb’s experiential learning approach in fostering spatial thinking when teaching the lateral surface area in Grade 7. An experiment was conducted with 35 seventh-grade students, focusing on the lateral surface area of right triangular prisms. The analyzed data indicates that physical manipulation was strongly activated when all students unfolded the net by selecting the triangle as the center rather than the rectangle. Resolving this cognitive conflict compelled the students to restructure their thinking, resulting of the groups successfully establishing the quantitative formula independently rather than relying on rote memorization. Notably, despite grasping the essence of the formula, 42.85% of the groups still relied on intuitive estimations of geometric properties instead of employing scientific measurement practices. The findings affirm the core role of physical experience in overcoming spatial cognitive barriers, while simultaneously cautioning against the deviation between theoretical competence and practical measurement skills.