Abstract
A human being perceives the world spatially, he detects and properly processes distances, size of objects, their shapes and all that is linked to our perceptions of the world. Humans' sensors provide the information about the world around and brain translates this information into thoughts, into ideas. The whole process is completely natural. In the past, due to technological limitations, the human attempted to generalize these ideas and convert them into a form so that he could "record" it on a flat medium, like on paper for example, and because of that he consequently had to develop the ability to "read” these records. The term spatial perception was introduced and after that it was established that not everyone has it. To possess spatial perception an abstract way of thinking and higher cognitive abilities are needed. This paper presents an integration of design, three dimensional (3D) modeling and visualization program SketchUp in Design and technology curriculum into Slovenian primary schools. Emphasis is given to the analysis of the past and current condition and situation and on the incorporation of the program into the primary school curriculum. With the strategy assigned in such a way, the abilities that are connected with technological activities are strengthened, spatial intelligence is developed and assimilated. With such an approach two of the key European competences: 1. Mathematical competence and 2. Basic competences in science and technology and digital literacy, are acquired and reinforced. Key words: ability, competence, design and technology, SketchUp, spatial intelligence.
Highlights
Before the change in the curriculum of Design and technology, in 2011 two dimensional (2D) technical drawing was a standard and three dimensional (3D) modeling and visualization were primarily presented only indirectly in the content of information technology (Papotnik et all, 2002), where students used the computer mainly as a tool for working and learning, rather than a tool for creating and developing new ideas in order to express these ideas as technical documentation
Technical documentation made in such a way, has been dealing mainly with how to convert real objects which are 3D onto paper, in short, how to convert them into 2D
Traditional technical drawing has lost its supremacy in industry and in school. It was substituted by technical modeling, which brought expressive and visual information closer to the way of human perception of such information. These modern trends in technical practice must be followed by practice in schools
Summary
Before the change in the curriculum of Design and technology, in 2011 two dimensional (2D) technical drawing was a standard and three dimensional (3D) modeling and visualization were primarily presented only indirectly in the content of information technology (Papotnik et all, 2002), where students used the computer mainly as a tool for working and learning, rather than a tool for creating and developing new ideas in order to express these ideas as technical documentation. Technical documentation made in such a way, has been dealing mainly with how to convert real objects which are 3D onto paper, in short, how to convert them into 2D To make this a set of standards and rules in technical drawing is used. Society demands that every student in the system of education and training is given the basic knowledge and skills which will form the basis for his further life and work He must get a functional literacy, which is the ability to read, write, and compute but primarily the ability to solve basic problems later in his life and in his profession. Field (2004) recognizes the difficulties learners have in moving from 2D drafting to 3D interactive solid models All these authors stressed the importance of knowing basic of technical drawings before moving on to 3D. A survey performed by the Engineering Design Graphics Division of the American Society for Engineering Education concluded that the ability to create 3D solid models and the ability to sketch objects in the freehand mode were the two most important graphical communication outcomes for engineer students (Barr, 2004)
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