Abstract
The article deals with the issue of the impact of spatial visualization on education. It reports on some of the findings of a research project focused on defining the correlation between components of spatial intelligence and absorbing the information presented by planar or spatial visualization.
The research examined educational impact of differences in mental models of lower-secondary school students watching spatial visualization in relation to mental models formed through watching planar visualization and also a level of cognitive strain of learners perceiving spatial and planar visualization in relation to their specific predispositions, namely to various components of spatial intelligence.