Engineering Graphics Education Research Articles

Организация обучения студентов инженерной графике в современных условиях

In the era of higher education digitization, the integration of information and communication technologies (ICTs) into teaching processes raises pertinent questions about what and how to teach students, thereby underscoring the relevance of this article’s topic. This research aims to propose a viable approach to organizing seminars on graphic disciplines within technical universities. Key objectives include theoretical analysis of instructional material presentation, student surveys to determine preferred learning formats, and subsequent analysis of findings. Research methods encompass theoretical analysis of pedagogical literature, synthesis, observation, surveys, and result analysis. The article examines modern instructional methods, highlighting the “flipped classroom” approach. The theoretical significance lies in synthesizing existing practices and offering recommendations for leveraging ICTs in educational practices. Practical significance is demonstrated through case studies applying the flipped classroom model at seminars on descriptive geometry at Bauman Moscow State Technical University and integrating ICTs into teaching engineering graphics at D. Mendeleev University of Chemical Technology of Russia. In conclusion, this study contributes to understanding effective strategies for teaching engineering graphics amidst digital transformations in higher education. The implementation of ICT-enhanced methodologies like the flipped classroom proves beneficial for fostering interactive and engaging learning environments, thereby enhancing educational outcomes in technical disciplines.

EDUCATIONAL AND METHODOLOGICAL SUPPORT FOR THE DEVELOPMENT OF PROFESSIONAL QUALITIES IN THE STUDY OF ENGINEERING COMPUTER GRAPHICS

This article outlines the role of the use of modern pedagogical and innovative technologies in teaching engineering graphics. It is stated that the main purpose of using modern pedagogical technologies is to achieve students' efficiency for the easiest mastering the material and advanced training.

BROADENING THE HORIZONS OF STUDENTS WITH THE PARTICIPATION OF INTEGRATION

In this article, the author highlights the expansion of the horizons of students of the specialty in teaching engineering graphics and design through the integration of disciplines, as well as increasing the requirements for the quality of professional training of engineers and designers, identifying the main tasks that are expected to be solved, improving the student's personal qualities in the implementation of project activities along with the basic level of training.

An innovative approach to teaching engineering graphics focused on CAD/CAM/CAE systems

A new approach to teaching the subject “Engineering Graphics” is developed in the article; it focuses on the use of CAD/CAM/CAE systems as useful tools for solving engineering problems related to mechanical engineering, instead of describing different software options. Thus, the content of the topic is divided into two blocks, one is devoted to the analysis of the results of modeling the motion of dissimilar mechanisms, and the second is devoted to the analysis of various cases of loading structural elements using the FEA module. Both blocks are available in Autodesk Inventor Pro, and students can download it for free. So, students can visualize and understand the complexity of the design process in engineering.

Применение аддитивных технологий в процессе обучения инженерной графике

The article discusses the prospect of using additive technologies in the process of teaching engineering graphics. An overview of 3D printers, new opportunities in the educational process, as well as new professions related to 3D printing is given. The experience of conducting drawing lessons with the active use of 3D technologies in the educational process at school is described. According to this experience, the hypothesis is confirmed that additive technologies increase interest in the discipline, improve academic performance and understanding of the subject, develop creative abilities and design thinking.

A COMPARATIVE ANALYSIS OF MODERN AND TRADITIONAL METHODS OF TEACHING ENGINEERING GRAPHICS

Engineering graphics is an integral part of the engineering curriculum, encompassing visual communication and technical drawing skills. This scientific article conducts a thorough comparative analysis of modern and traditional teaching methods for engineering graphics. The objective is to identify the strengths and weaknesses of each approach in effectively imparting knowledge and skills to engineering students. By highlighting the advancements and limitations of modern and traditional methods, this articleaims to inform educators and policy-makers in shaping the future of engineering graphics education.

Teaching Engineering Graphics through Digital Presentations for Engineering Students

Abstract: All new students at the University of Prishtina “Hasan Prishtina”, Faculty of Mechanical Engineering, take an Engineering Graphics course in the first semester. The subject is divided into two sections: Technical Drawing and Descriptive Geometry. To teach lectures, professors use didactic equipment such as LCD projectors and drawing on the table. Assistants demonstrate exercises by drawing mechanical parts in the table. In 2014, teachers began using digital presentations with animations in their lectures. They contain developed presentations using PowerPoint software with stepby- step animations of mechanical parts. The paper examines the effectiveness of this methodology from both the student and teacher perspectives. The study is based on a survey of students, teachers’ experiences, and a comparison of exam results. The analysis discusses the methodology's effectiveness, presentation quality, knowledge gained, ease of learning, impact on exam pass rate, and other benefits.The following are some key findings from this paper: students accept and favor this teaching methodology; it is more effective than hand drawing; it has a significant impact on exam pass rates; and it is simple to understand the lectures. Teachers like this methodology because it allows for step-by-step explanation with animations; repeating options; presentations are created only once, easy corrections, developing many examples of mechanical parts with less effort, and students can easily access them. The paper contributes to a new teaching methodology for students in their first year of Engineering studies, Bachelor level, in the subject of Engineering Graphics. Keywords: Engineering graphics, Teaching methodology, Digital presentations, Animations, Higher education, Teaching survey.

WAYS OF ORGANIZATION AND METHODS OF TEACHING ENGINEERING GRAPHICS IN THE CONDITIONS OF MODERN DEVELOPMENT OF CAD SYSTEMS

This article discusses the ways and methods of organizing classes in engineering graphics in the context of the development of CAD systems.

РАЗВИТИЕ ТВОРЧЕСКОГО МЫШЛЕНИЯ ЛИЧНОСТИ В ПРОЦЕССЕ ОБУЧЕНИЯ ИНЖЕНЕРНОЙ ГРАФИКЕ

The article deals with the development and formation of creative thinking of the individual in the process of teaching Engineering graphics, as well as the structure of classes aimed at developing the creativity of students. The proposed examples of graphic tasks in Engineering Graphics contain a problem, reveal new aspects of the object under study based on the analysis of the initial data, and bring students as close as possible to their professional activities.

Реверсивный инжиниринг – эффективный инструмент обучения инженерной графике

This study proposes the introduction of reverse engineering technology into a graphic workshop in the discipline «Engineering Graphics». The purpose of this study was the scientific and methodological substantiation of the need to use reverse engineering in the methodology of teaching engineering graphics. The article considers the concept of «reverse engineering», its application for solving engineering problems and in the educational process. It is shown that reverse engineering of a part and a sketch of a part are used in solving issues of production organization, in pilot production, repair and other cases, to solve similar and sometimes identical engineering problems. It has been suggested that the technology of reverse engineering in production conditions can replace the function of sketching a part. In the educational process for some areas of training, it is proposed to consider reverse engineering of the part in addition to the topic “part sketch”. A comparison is made of the use of reverse engineering technology and part sketching to solve the engineering problem of obtaining a three-dimensional digital model of a part. As part of the educational process, it is proposed to consider it as a situational or complex task. The scientific and methodological substantiation of the need to use reverse engineering in the methodology of teaching engineering graphics is based on the results of the experiment, which included parallel operations of reverse engineering and part sketching.

Using Flipped Classroom as an Active Teaching Method for Teaching Engineering Graphics

Using Flipped Classroom as an Active Teaching Method for Teaching Engineering Graphics

Реверсивный инжиниринг – эффективный инструмент обучения инженерной графике

This study proposes the introduction of reverse engineering technology into a graphic workshop in the discipline «Engineering Graphics». The purpose of this study was the scientific and methodological substantiation of the need to use reverse engineering in the methodology of teaching engineering graphics. The article considers the concept of «reverse engineering», its application for solving engineering problems and in the educational process. It is shown that reverse engineering of a part and a sketch of a part are used in solving issues of production organization, in pilot production, repair and other cases, to solve similar and sometimes identical engineering problems. It has been suggested that the technology of reverse engineering in production conditions can replace the function of sketching a part. In the educational process for some areas of training, it is proposed to consider reverse engineering of the part in addition to the topic “part sketch”. A comparison is made of the use of reverse engineering technology and part sketching to solve the engineering problem of obtaining a three-dimensional digital model of a part. As part of the educational process, it is proposed to consider it as a situational or complex task. The scientific and methodological substantiation of the need to use reverse engineering in the methodology of teaching engineering graphics is based on the results of the experiment, which included parallel operations of reverse engineering and part sketching.

Development and Evaluation of an Interactive Instructional Package for Teaching Engineering Graphics Skills

Exposure to modern pedagogical approaches and methods with appropriate instructional media can enhance the development of high-level critical thinking and technical skills. This study examined the development of an interactive instructional software package for teaching engineering graphics and evaluated its relative effectiveness on second-year undergraduate engineering students' academic achievement, skill transfer, and retention. In this study, the quasi-experimental, pre-test, post-test, control group design was employed. 45 research participants were sampled, employing two-stage stratified sampling technique, which comprises the simple random sampling to assign students into three groups from the study population and systematic sampling with k = 3 to select 15 students from each group to a control group and experimental groups A and B. The control group was exposed to conventional classroom instruction (CI), group A to computer-aided instruction (CAI); and group B to conventional and computer-aided instructions (CCAIs). A computer-aided learning package on engineering graphics was developed using the Camtasia software package, which served as the treatment instrument. The pre-test and post-test data used for analysis stemmed from a validated Engineering Graphics Achievement Test instrument. Analysis of covariance and Sidak post hoc test statistical analysis of the groups' performance provided the results on the comparative effects of the treatment conditions. Findings indicated significant differences between the academic achievement, skill transfer, and retention of students, exposed to CCAIs, and CI or CAI strategies. When used together, a significant improvement in students' academic achievement, transfer, and retention of engineering graphics skills occurred than either the CI or CAI strategy used alone.

METHODOLOGY OF TEACHING ENGINEERING GRAPHICS IN TECHNOLOGICAL EDUCATION

METHODOLOGY OF TEACHING ENGINEERING GRAPHICS IN TECHNOLOGICAL EDUCATION

The modern practice-oriented approach to the implementation of teaching engineering graphics

The development of learning requirements forms new trends that entail a change in some previously accepted areas of work with students. We can say that at the moment the field of education is maximally focused not only on the formation of various kinds of knowledge, skills and abilities among students, but also on their active practical consolidation. CQAES - (Committee for Quality Assurance in the field of Education and Science of the Republic of Kazakhstan) as the main standard that the general content of education should meet, it supports the timely and optimal application of a practice-oriented approach when teaching various disciplines. Within the framework of teaching engineering graphics, such an approach is also quite appropriate, its effectiveness has been tested in practice. This article will determine the role and main directions of using a practice-oriented approach to improve the success of teaching engineering graphics. The results of the experimental study reflect good indicators of the effectiveness of this pedagogical method.

PROBLEMS AND SOLUTIONS FOR TEACHING GRAPHIC SUBJECTS ONLINE

Due to the COVID-19 pandemic, schools and universities around the world are moving to online learning. Various technologies and techniques have been invented around the world, but they do not solve simple problems such as task logistics between teacher and student. There is a large non-creative additional work load. The article discusses the problems encountered in teaching graphic subjects online and the tools and techniques that can be used.Breakout rooms in ZOOM have been found as a good option for practical work in engineering graphics. The aim of the article is to describe the experience gained in teaching engineering graphics online in the spring and autumn semesters of 2020, as well as to analyse the results of the survey at the end of the year.

Project based Engineering Graphics Instruction in a Content and Language Integrated Flipped Classroom

Objectives: To enhance the first-year engineering students’ conceptual understanding of Basic Engineering Graphics. Methods: The mixed research was observational and unpaired; it was done during January 2020, as an interdisciplinary collaborative project between the departments of English and Mechanical Engineering. It involved two English language teachers, two mechanical engineering teachers, and seventy-first year B.Tech students of Dr. MGR Educational and Research Institute, Chennai. A pilot survey helped teachers understand students’ difficulties in learning Engineering Graphics; so different approaches like the bilingual, content and language integrated learning and the project-based content instruction with videos and Flipped learning through mobile assistance were introduced. Students watched videos on isometric projections and drawings in their mobile phones. They checked their understanding of them with the text book reading in peer company. The classrooms were utilised for peer discussions and teachers’ clarifications. Findings: The project as a group activity offered scope for peer interaction that the students were cognitively stimulated for better understanding of isometric projections. A post evaluation of the drawings, presentation by the students and a post interview found the bilingual and Content and Language Integrated Learning approach has stimulated the cognition of the net-generation learners while exploiting their interest in the mobile phones through flipped classroom. The process of learning exemplified the principle of cooperative learning among students and the cooperative work of teachers of different disciplines (i.e.) subject and language teachers. Novelty/Applications: Teaching engineering graphics with the assistance of language teachers and in a flipped classroom was a novel approach. Keywords: Engineering graphics; isometric projections; content and language integrated learning; Flipped learning

Analysis of New Methodologies applied in Teaching Engineering Graphics to have a Moderate Explanation

Engineering Graphics is a subject dealt by the Mechanical faculty which is a common course for all the First yearB.Tech students. It is the only course where the entire inputs are carried on a drawing sheet and come out with a final considerable output. It is the new course where students have no basic knowledge before getting into the course. The instructor has to take a continuous 3 hours class which includes theory and practical which is scheduled only to have a smooth proper learning. Besides explaining the syllabus on the blackboard with chalk new methodologies should be implemented to have a better explanation which must reach the same content to every corner of the student. As there is advancement in every field, Engineering Graphics is proposed to have an advance teaching Methodology whereby every student is at most equally shared the same teaching content.

Engineering and computer graphics for effective training in a construction university

One of the most important disciplines for the training of civil engineers is engineering and computer graphics. However, traditional training in engineering graphics does not bring tangible results, so there is a need for the introduction of modern innovative approaches and methods. It is proposed and justified the use of a combined approach to teaching engineering graphics, based on the combination of three-dimensional modeling in AutoCAD 2018 and traditional, on paper, manually. Studies conducted on the basis of the Kazan State University of Architecture and Civil Engineering have shown the feasibility of using a combined approach. So, as a result of the experiment, it turned out that the most effective assimilation of educational material according to the results of graphic work was demonstrated by the group of students who, when it was used, used both the capabilities of 3D modeling and the ability to manually perform graphic work, with this approach, students receive additional skills, which will become relevant in their future professional activities.

<p>Reliability and Validity for a 3-D Modeling Self-Efficacy Scale for Pre-College Students</p>

Engineering graphics education has long been a required component of technology and engineering education at the university level. In middle and high schools, the number of computer-aided design (CAD) programs continue to proliferate and grow. Lacking in the research related to these programs is the effect on non-cognitive factors such as self-efficacy. Self-efficacy is a predictor of success and perseverance and is an important consideration in technology and engineering education. This research investigates the psychometric properties of an instrument designed to measure the three-dimensional modeling self-efficacy among middle and high school students.
 This study found the Three-Dimensional Modeling Self-Efficacy Scale to be a reliable measure within this population with strong evidence of validity. Based on these findings, the scale was revised, and recommendations for future study were made. This research begins to fill a gap not only in research related to engineering graphics self-efficacy but also within a pre-college population, especially those who are historically underrepresented in engineering disciplines, in this case, female students.