Abstract
The report analyses how to better proceed from general discussion on graphic literacy in engineering education, by differentiating between the different types of engineering drawings, from the semiotic point of view, which has inductive reasoning and plays an explanatory role. In the long history of visualization in engineering graphics one has gained (presented) new ideas for solving problems (Plans and architectural drawings in Ancient Egypt, http://www.ucl.ac.uk/museeums-static/digitalegypt/architecture/plans.html, [1]) and drawing is one of the oldest engineering disciplines. Real products are manufactured on the basic of engineering drawings. Engineering and technology students learn basic knowledge, in order compose engineering drawings as reflections of existing objects or concepts of future objects, within the Engineering Graphics course. The development of Engineering Graphics is influenced (besides other theories) by semiotics—the study of signs and symbols. Peirce’s triadic model can help encode and decode signs for which there international agreement that excludes different interpretations and includes the study of how meaning is constructed and understood (http://www.newworldencyclopedia.org/entery/Semiotics, [2]).
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