The Role of the Image in Engineering and Technical Graphics Education: Through a Lens of Cultural-Historical Learning Theory

Abstract

It is most appropriate to look at engineering and technical graphics education within the context of Debray’s image as the visual. Within this context the image can take on many different forms and be used for many purposes. In this way it is very much schizophrenic. Educators can employ it as a temporary cognitive tool to help students organize information or exercise visualization ability, as sketches or electronic visuals within a design activity, or as visuals used to document a design. The way in which students master the signs and symbols of engineering and technical graphics is a complex process. Examining this process through the lens of cultural-historical learning theory provides a method of understanding the ways of knowing within this field. Signs and symbols are considered psychological tools, which are used in daily activities to direct the mind and change the process of thinking. Educators are responsible for introducing students to the signs and symbols within a subject where students would not spontaneously discover them on their own. They do this by helping students learn the languages of graphics by recognizing emerging abilities and using questioning strategies and other techniques to move a student from their actual development to their potential development. This scaffolding technique is recommended within collaborative, culturally meaningful, problem-solving environments.