<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2301-1513</journal-id>
<journal-title><![CDATA[Anales de Investigación en Arquitectura]]></journal-title>
<abbrev-journal-title><![CDATA[An. Investig. Arquit.]]></abbrev-journal-title>
<issn>2301-1513</issn>
<publisher>
<publisher-name><![CDATA[Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2301-15132025000201207</article-id>
<article-id pub-id-type="doi">10.18861/ania.2025.15.2.4168</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Razonamiento espacial y su expresión en la metodología de transición del diseño 2D al 3D en estudiantes de Arquitectura.]]></article-title>
<article-title xml:lang="en"><![CDATA[Spatial reasoning and its expression in the methodology of transition from 2D to 3D design in Architecture students.]]></article-title>
<article-title xml:lang="pt"><![CDATA[Raciocínio espacial e sua expressão na metodologia de transição do design 2D para o 3D em estudantes de Arquitetura.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Serrano Mariño]]></surname>
<given-names><![CDATA[Bethsy-Liliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Privada Antenor Orrego  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S2301-15132025000201207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S2301-15132025000201207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S2301-15132025000201207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El razonamiento espacial es importante en la labor de los arquitectos, y aún más en los inicios de su formación, donde se requiere transformar coherentemente ideas bidimensionales en tridimensionales. El objetivo del estudio es analizar el razonamiento espacial a través de una experiencia práctica aplicando la metodología de transición del diseño 2D al 3D en estudiantes de Arquitectura, con un enfoque cuantitativo, descriptivo-correlacional. 21 estudiantes del Taller de diseño I-2025 de una Universidad Nacional en Huánuco-Perú fue la muestra. Para diagnosticar sus habilidades de razonamiento espacial se aplicó el subtests Visualization of Developments espacial (PSVT:V), y el subtests Visualization of Rotations (PSVT:R), del Purdue Spatial Visualization Test de (PSVT), y para evaluar la experiencia práctica se aplicó una rúbrica analítica 2D-3D. Los resultados reportaron niveles medio-alto de razonamiento espacial, con una leve preponderancia en rotación mental y aunque la relación entre el PSVT:V, PSVT:R, PSVT Total y el desempeño proyectual de la experiencia práctica no fueron estadísticamente significativas, se identificaron correlaciones positivas consistentes, donde los estudiantes con el razonamiento espacial más desarrollado obtuvieron mejores resultados al transitar sus diseños del 2D al 3D, lo que hace del PSVT un predictor pedagógico importante en la enseñanza del diseño arquitectónico en los niveles iniciales. Recomendándose implementar herramientas diagnósticas tempranas y metodologías activas para fortalecer el razonamiento espacial, así como replicar el estudio con muestras más grandes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O raciocínio espacial é essencial na ocupação dos arquitetos, e ainda mais no início de sua formação, onde é necessário transformar ideias bidimensionais em tridimensionais de forma coerente. O objetivo do estudo é analisar o raciocínio espacial através de uma experiência prática aplicando a metodologia de transição do design 2D para o 3D em estudantes de Arquitetura, com uma abordagem quantitativa, descritivo-correlacional. 21 estudantes da Oficina de Design I-2025 de uma Universidade Nacional em Huánuco-Peru foram a amostra. Para diagnosticar suas habilidades de raciocínio espacial, foram aplicados os subtestes Visualização de Desenvolvimentos Espaciais (PSVT:V) e Visualização de Rotações (PSVT:R) do Teste de Visualização Espacial de Purdue (PSVT), e para avaliar a experiência prática, foi aplicada a rubrica analítica 2D-3D. Os resultados relataram níveis médio-altos de raciocínio espacial, com uma leve preponderância na rotação mental e, embora a relação entre o PSVT:V, PSVT:R, PSVT Total e o desempenho projetual na experiência prática não fossem estatisticamente significativas, foram identificadas correlações positivas consistentes, onde os estudantes com o raciocínio espacial mais desenvolvido obtiveram melhores resultados ao transitar seus projetos do 2D para o 3D, o que torna o PSVT um importante preditor pedagógico no ensino do design arquitetônico nos níveis iniciais. Recomenda-se implementar ferramentas de diagnóstico precoce e metodologias ativas para fortalecer o raciocínio espacial, bem como replicar o estudo com amostras maiores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Razonamiento espacial]]></kwd>
<kwd lng="es"><![CDATA[Visualización espacial]]></kwd>
<kwd lng="es"><![CDATA[Rotación mental]]></kwd>
<kwd lng="es"><![CDATA[Metodología de transición 2D-3D]]></kwd>
<kwd lng="es"><![CDATA[Experiencia práctica]]></kwd>
<kwd lng="es"><![CDATA[Rúbrica analítica 2D-3D]]></kwd>
<kwd lng="es"><![CDATA[PSVT:V]]></kwd>
<kwd lng="es"><![CDATA[PSVT:R]]></kwd>
<kwd lng="es"><![CDATA[Purdue Spatial Visualization Test-PSVT]]></kwd>
<kwd lng="es"><![CDATA[Educación en arquitectura]]></kwd>
<kwd lng="en"><![CDATA[Spatial reasoning]]></kwd>
<kwd lng="en"><![CDATA[spatial visualization]]></kwd>
<kwd lng="en"><![CDATA[mental rotation]]></kwd>
<kwd lng="en"><![CDATA[2D-to-3D transition methodology]]></kwd>
<kwd lng="en"><![CDATA[hands-on experience]]></kwd>
<kwd lng="en"><![CDATA[2D-to-3D analytical rubric]]></kwd>
<kwd lng="en"><![CDATA[PSVT:V]]></kwd>
<kwd lng="en"><![CDATA[PSVT:R]]></kwd>
<kwd lng="en"><![CDATA[Purdue Spatial Visualization Test-PSVT]]></kwd>
<kwd lng="en"><![CDATA[architectural education]]></kwd>
<kwd lng="pt"><![CDATA[Raciocínio espacial]]></kwd>
<kwd lng="pt"><![CDATA[Visualização espacial]]></kwd>
<kwd lng="pt"><![CDATA[Rotação mental]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia de transição 2D-3D]]></kwd>
<kwd lng="pt"><![CDATA[Experiência prática]]></kwd>
<kwd lng="pt"><![CDATA[Rúbrica analítica 2D-3D]]></kwd>
<kwd lng="pt"><![CDATA[PSVT:V]]></kwd>
<kwd lng="pt"><![CDATA[PSVT:R]]></kwd>
<kwd lng="pt"><![CDATA[Teste de Visualização Espacial de Purdue-PSVT]]></kwd>
<kwd lng="pt"><![CDATA[Educação em arquitetura]]></kwd>
</kwd-group>
</article-meta>
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