Questioning central assumptions of the ICAP framework.

Closing the research-practice gap in education is an important aim. The ICAP framework (for interactive, constructive, active, and passive engagement modes) explicitly targets this aim and has gained broad attention. The ICAP framework is supposed to support practitioners in translating research findings into practice by distinguishing between four modes of student engagement.

Spatial Abilities for Architecture: Cross Sectional and Longitudinal Assessment With Novel and Existing Spatial Ability Tests.

This study examined individual differences in spatial abilities of architecture students. Students at different educational levels were assessed on spatial ability tests that varied in their domain-specificity to architecture, with the hypothesis that larger differences between beginner and advanced students will emerge on more domain-specific tests. We also investigated gender differences in test performance and controlled for general reasoning ability across analyses.

Which Cognitive Abilities Make the Difference? Predicting Academic Achievements in Advanced STEM Studies.

Previous research has shown that psychometrically assessed cognitive abilities are predictive of achievements in science, technology, engineering and mathematics (STEM) even in highly selected samples. Spatial ability, in particular, has been found to be crucial for success in STEM, though its role relative to other abilities has been shown mostly when assessed years before entering higher STEM education. Furthermore, the role of spatial ability for mathematics in higher STEM education has been markedly understudied, although math is central across STEM domains.