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Lastly, we discuss the potential implications of these contributions to STEM education. We demonstrate each contribution by aligning findings from research on three distinct STEM disciplines: structural geology, surgery, and organic chemistry. In this paper, we discuss four lessons learned from these two programs of research to enhance the field's understanding of spatial thinking in STEM domains.

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In a parallel effort, discipline-based education researchers specializing in STEM domains have focused much of their research on understanding how to bolster students' skills in completing domain-specific spatial tasks. Thus, many psychological researchers have embraced an interdisciplinary approach to studying spatial thinking with the aim of understanding the nature of this skill set as it occurs within STEM disciplines. Over the last two decades, the field has recognized that, unlike the spatial skills measured by psychometric tests developed by psychology researchers, the spatial problems faced by STEM experts vary widely and are multifaceted. A majority of what we know about spatial skills today is a result of more than 100 years of research focused on understanding and identifying the kinds of skills that make up this skill set. Spatial skills are an important component of success in science, technology, engineering, and math (STEM) fields. These results provide intriguing contrasts to comparable investigations in geologic thinking, contribute to a growing understanding of the application of spatial skills in STEM, and will inform further investigation into spatial thinking in meteorology.

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Similarly, student meteorologists reported using disembedding with the surface analysis chart at much lower rates (56.8%) than professional meteorologists (82.1%), suggesting that students focus on interpreting the chart's superficial features and less on disembedding deeper patterns. This striking finding likely results from professionals’ extensive mental catalogs of weather scenarios that allow predicting future scenarios, which student meteorologists lack. The majority (70.2%) of student meteorologists reported they do not use mental animation when working with a surface analysis chart however, 67.9% of professional meteorologists reported that they do. Analysis of response patterns reveals significant independence between student and professional groups. Lower rates accompany reported use of object location memory, visual penetrative ability, and mental rotation, contrasting with the prominence of these skills in geology. Results reveal high reported use of mental animation (74.6%), disembedding (72.4%), and perspective taking (71.6%) with the meteorological charts, maps, and images.

A survey with nine meteorological charts, maps, and images from a 2015 significant weather event was administered to meteorologists (N = 93) to identify which spatial thinking skills they report using with each chart, map, and image.