Board # 52:Engineering Drawing for the Next Generation: Students Gaining Additional Skills in the Same Timeframe
Board # 52:Engineering Drawing for the Next Generation: Students Gaining Additional Skills in the Same Timeframe
复制标题
木板
DOI：
10.18260/1-2--27874
复制
发表时间：
2017
影响因子：
3.8
通讯作者：
T. Hammond
中科院分区：
文献类型：
--
作者：
Ethan C. Hilton;J. Linsey;Myela A. Paige;Blake Williford;Wayne Li;T. Hammond
研究经常发现，工程制图是沟通、产生想法、解决问题和发展空间可视化等关键技能的重要工具。然而，许多课程已经用计算机辅助设计程序取代了手绘素描的大部分教学，尽管画图有这些已知的好处。近年来，佐治亚理工学院的工程可视化导论课程修改了课程中致力于手绘草图的部分，使用工业设计课程中常用的教学方法来培养学生的素描能力和可视化技能。这一修改后的课程包括诸如在等轴测和透视空间中绘制草图、阴影和光线跟踪等技术方面的指导。本文观察了工程图学课程改革对学生素描能力、工程设计自我效能感和空间可视化能力的影响。使用课程前和课程后评估和调查来衡量影响。对使用不同方法教学的学生进行的前后比较显示，学生的空间可视化能力有同样的改善。修改后的透视课程对学生素描能力的提高显著高于传统课程。这些发现表明，修改后的透视草图课程保留了关键的空间可视化技能，这些技能在传统的工程课程中得到了有效的教授，同时还引入了一项额外的技能，而不需要额外的学生时间。这些调查结果证明，有必要继续改进以观点为基础的课程，并继续开发工具，以帮助教授这些新技能。
Research has often found that engineering drawing is a vital tool for communication, ideageneration, problem solving, and developing key skills such as spatial visualization. However, many curricula have replaced the bulk of instruction in hand sketching with Computer-Aided Design programs despite these known benefits of drawing. In recent years, an introduction to engineering visualization course at Georgia Institute of Technology has modified the portion of the class dedicated to hand-sketching using pedagogy commonly used in industrial design courses to develop students’ sketching ability and visualization skills. This modified curriculum involves instruction on techniques such as sketching in both isometric and perspective spaces, shading, and ray-tracing. This paper observes the impacts of a modified curriculum in and engineering graphics course on students’ ability to sketch, self-efficacy in engineering design, and spatial visualization skills. Impact was measured using preand post-course assessments and surveys. The pre-to-post comparisons of the groups of students taught using different methods showed equal improvements in the spatial visualization of the students. The improvements in sketching ability of the students in the modified perspective curricula were found to be significantly higher than the improvements experienced by students in the traditional curriculum. These findings suggest that the modified perspective sketching curriculum maintains critical spatial visualization skills, which are effectively taught with the traditional engineering curriculum, while also introducing an additional skill without requiring additional student time. These findings justify the need to continue improvement of the perspective-based curricula and to continue development of tools to aid in the instruction of these new skills.