Abstract
This article presents the results of a study on the integration of modeling and simulation tools in the teaching of mechanical design. Indeed, optimisation of the design process often uses modelling and simulation tools in mechanical design activities. Thus, to meet the needs of the labour market, training situations in this field we use communication and information technology. In particular, digital tools are used for the development of virtual models intended for sizing and optimisation, and/or validating the behaviour and performance of a system, component, or process. However, their use in the teaching–learning activities of mechanical design give rise to many problems. These problems are often related to the educational use of these tools; the ergonomics of their interfaces and the didactic interaction. Thus, this study proposes in the framework of mechanical design teaching, through a case study, to analyze determinants of the didactic activity of the teacher in order to identify the contingencies of the didactic action. It presents didactic determinants on the process of teaching mechanical design using modeling and simulation tools.
Highlights
Today more than ever, the need for competitiveness requires designing faster, better and cheaper than competitors to penetrate an increasingly dense and complex market
The introduction of software or modeling tools in teaching-learning activities in industrial science and technology opens up new opportunities for teaching mechanical design in higher technological education institutions [2,3]
What problems do modeling and simulation tools confront to teachers in their teaching practices, especially in mechanical design? Otherwise, how to help teachers to understand the modeling and simulation tools in this context? The answer to the above questions justifies this study, with the aim of contributing to the improvement of the quality of mechanical design teaching-learning at the level of higher technological education institutions
Summary
The need for competitiveness requires designing faster, better and cheaper than competitors to penetrate an increasingly dense and complex market. The introduction of software or modeling tools in teaching-learning activities in industrial science and technology opens up new opportunities for teaching mechanical design in higher technological education institutions [2,3]. The present study is carried out in this framework and focuses on the use of modeling tools in teaching practices of mechanical design teachers. The answer to the above questions justifies this study, with the aim of contributing to the improvement of the quality of mechanical design teaching-learning at the level of higher technological education institutions. It involves analyzing the joint activity of teachers and students during the use of modeling tools in mechanical design.
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