Abstract
Today’s industry force demands for knowledgeable and skillful engineering graduates in using modern Computer Aided Design (CAD) tools. However, current practices show that there is a lack of contextual knowledge among Mechanical Engineering undergraduates and fresh graduate engineers in utilizing 3D CAD modeling software to develop a good product design. Hence, a study to address this issue is conducted by focusing on the representation of contextual knowledge in 3D CAD modeling. This article focused on presenting essential elements of contextual knowledge utilized among practicing engineers in their daily design works, in the aspect of Model Visualization. This study was conducted using a transcendental phenomenology approach. Four practicing engineers from engineering department of one shipbuilding company in Peninsular Malaysia were purposively selected to be studied. From the analysis, there are three most frequent emerging themes in the application of contextual knowledge in visualizing and presenting model using 3D CAD modeling: Realization, Design Intention and Normalization. These three elements play an important role in helping engineers to contextualize their design work during the stage of visualizing and presenting created model for new product development process.
Highlights
In recent years, many studies have been conducted to improve the level of contextual competencies among engineering undergraduates [1][2]
Results from structured interviews of a preliminary study, have shown that there is a lack of contextual knowledge in the applications of 3D Computer Aided Design (CAD) modeling among Mechanical Engineering undergraduates and fresh graduate engineers
The questions of what are the essential elements of contextual knowledge in the application of 3D CAD modeling in creating a product design from the practicing engineers’ experiences and how the practicing engineers employ the essential elements in the application of 3D CAD modeling within the five contexts of digital product modeling
Summary
Many studies have been conducted to improve the level of contextual competencies among engineering undergraduates [1][2]. In 3D CAD modeling practiced, the advancement of contextual knowledge is very important to enhance the ability of engineers in developing a creative and innovative product design as highlighted by Grasso and Burkins [5]. Results from structured interviews of a preliminary study, have shown that there is a lack of contextual knowledge in the applications of 3D CAD modeling among Mechanical Engineering undergraduates and fresh graduate engineers. The main aim of the study is to develop a framework of contextual knowledge that can be used to enhance fundamental knowledge among Mechanical Engineering Undergraduates in the utilization of 3D CAD modeling software. This article is conceptually structured to introduce the significance of contextual knowledge in learning 3D CAD modeling and subsequently, inform the engineering education community about the presence of contextual knowledge in the 3D CAD modeling process
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