Engineering Graphics Education Research Articles

МЕТОДИКА ПРЕПОДАВАНИЯ ИНЖЕНЕРНОЙ ГРАФИКИ В МГТУ ИМ. Н.Э. БАУМАНА

МЕТОДИКА ПРЕПОДАВАНИЯ ИНЖЕНЕРНОЙ ГРАФИКИ В МГТУ ИМ. Н.Э. БАУМАНА

Incorporating industrial design pedagogy into a mechanical engineering graphics course: a discipline-based education research (DBER) approach

BackgroundA redesigned curriculum for teaching engineering graphics was adopted in an introductory mechanical engineering course. The rollout of this curriculum was staggered, allowing for comparisons of student perceptions across the newly revised and previous instructional approaches. The new curriculum borrows from content and pedagogy traditionally employed in industrial design courses. The discipline-based education research (DBER) framework was used to investigate the manner in which the new curriculum was implemented and student reactions to this change. By using this approach, the researchers were able to incorporate and emphasize the unique aspects of the subject matter itself, as well as the attributes of the engineering discipline in which the course was embedded.ResultsResults indicated that students exhibited positive reactions to the sketching instruction, as well as various other aspects of the course, and that reactions were generally more positive among students in the redesigned course.ConclusionsThe contributions of this paper are twofold: illustrating the application of a specific research framework and providing results of an investigation of a redesigned curriculum. The redesigned curriculum was generally received well by students, and the partnership between the education researchers and faculty proved fruitful in allowing for nuanced investigation of the course redesign. Practical considerations for undertaking this type of research are also outlined.

О СОДЕРЖАНИИ КУРСА ИНЖЕНЕРНОЙ ГРАФИКИ В МОСКОВСКОМ ГОСУДАРСТВЕННОМ ТЕХНИЧЕСКОМ УНИВЕРСИТЕТЕ ИМЕНИ Н. Э. БАУМАНА

The article examines the content of the engineering graphics course at Bauman Moscow State Technical University in the conditions of the reduction of the academic hours devoted to its study. Possible ways of the reduction of the course sections are analyzed. Various versions of the course programs are presented, the success of their mastering by the students of the faculty “Mechanical Engineering” is considered. It is shown that teaching engineering graphics must end with drawings of details and assembly units in one form or another, at the same time it is unacceptable to simplify graphic works unjustifiably in order to cover more sections of the course.

An exploratory evaluation of a South African project-based curriculum module focused on authentic technological practice utilizing student portfolios and an open-ended questionnaire

Learners today need more than the core subjects offered at school to be successful in the twenty-first-century. By involving technology student teachers in activities that are authentic to technological practice, as teachers, they should be able to provide stimulating and relevant learning for learners (Turnbull in Int J Technol Des Educ 12(1):23–40, 2002), which include twenty-first-century skills that enable them to develop minds and responsibility for the future (Snape and Fox-Turnbull in Int J Technol Des Educ 23:51–68, 2013). Previously, a fourfold set of criteria, developed by Ankiewicz (Proceedings of the PATT 29 conference, Marseille, France, 2015b), was applied to the first four semester modules of the academic major Engineering Graphics and Technology Education. It is found that there was a strong emphasis on conceptual knowledge with little time spent on practising procedural knowledge. Ankiewicz (2015b) anticipated that the final module might address these concerns as it was designed as a project-based module aimed at aspects of authentic technological practice. Students are expected to solve real-world technological problems. However, after the first year of offering the module the module’s success is unclear. The purpose of this study was to explore the extent to which the module succeeds in developing technology student teachers’ procedural knowledge. A qualitative study (Merriam in Qualitative research and case study applications in education, Jossey-Bass, San Francisco, 1998) was conducted in which students’ portfolios and open-ended questionnaires were analysed. Indications are that the module contributed positively to enhancing the procedural knowledge of the students enrolled for this module.

Learning process modeling while teaching engineering graphics

Matters connected with arisen problem situation while teaching graphic disciplines are considered in this article. Sharp reduction of academic hours for graphic disciplinesstudy and increased requirements for education quality causednecessity to develop new ways of teaching this discipline. One of the possible approaches to improve the situation is redefining the content and forms of teaching engineering graphics. To determine the qualimetric estimate of students used method for constructing the tree of properties. The qualimetric estimation of a student is offered on the basis of internal factors. Positive and negative factors influencing successful training are investigated. Management of the learning process is achieved by the continuous monitoring of students' knowledge. For each academic group calculated integral indicator of progress. Identified the most of significant factors among positive and negative ones. Analytical dependencies are determined allowing to manage the educational process

A Learning Style Comparison between Synchronous Online and Face-to-Face Engineering Graphics Instruction

The implementation of a successful engineering program to a synchronous online curriculum is subject to many impacting factors. One such factor, that has not seen much investigation, concerns learning styles. Student learning styles may have a dramatic influence on the success of a synchronous online deliverable engineering graphics curriculum. The immediate objective of this research was to look at the effectiveness of teaching Engineering Graphics with a synchronous online delivery method and to compare it to a more traditional face-to-face delivery method. Using Kolb’s learning style inventory, student learning styles in both educational settings were investigated and analyzed to discover the student population’s prevailing learning style. Data relating to class success was collected with surveys, personal feedback, and by observing overall student performance based on grades and responses to the survey material presented. The study targeted 6 separate sections of an engineering graphics course taught by the same instructor, in the same physical setting, and with identical curricula over a two-year period. Data analysis allowed for an introspective look into correlations between academic success and the learning styles of the students. Findings suggest that (1) Converger students receive significantly higher final course grades when they are in a synchronous online environment; (2) Assimilator and Converger synchronous online students show significant improved differences in their final open-ended project scores over their face-to-face taught peers, the prevalent learning style within the course. Suggestions to accommodate learning styles are present.

Identifying the gaps of fourth year degree pre-service teachers’ pedagogical content knowledge in teaching engineering graphics and design

Engineering Graphics and Design is a technological subject which is offered in the Bachelor of Education degree from third to fourth year of the degree course. Fourth year pre-service teachers find EGD difficult to teach because of various reasons. Therefore the aim of the paper was to investigate fourth year pre-service teachers’ pedagogical content knowledge gaps in teaching EGD during their teaching practice. The study was conducted using a qualitative approach and eight pre-service teachers were purposefully selected to take part in the study. Findings of the paper found that pre-service teachers found teaching practice very short to do all the teaching tasks that is required of them. Some pre-service teachers did not have drawing models to make learning concrete to their learners. Assessment was done partially just to impress the university tutors and to conform to the schools’ rule and not to evaluate the learners’ understandings and their teaching.

Engineering Education Improvement Opportunities Using Computer Games

This paper deals with differences between thinking styles of the new generation and previous one affected by information technologies in framework of engineering graphics education in Riga Technical University. This article deals with specific aspects of engineering graphics teaching and key principles of the educational computer games. Recommendations are offered for improvement of engineering graphics education and quality of teaching using computer games. Various models of games are offered according to intended learning objectives.

Educational Smart Technologies in the Educational Process

The article considers innovative technologies in the educational process which are based on the competence approach in teaching engineering graphics. The authors argue that the use of modern information technologies, interactive e-learning courses in the students’ autonomous work as well as the students’ involvement in project activities motivate them to learning and result in autonomous work effectiveness.

Engineering Graphics Education: Webcomics as a Tool to Improve Weaker Students' Motivation

In engineering colleges, first-year students come from different kinds of high school and have different technical backgrounds. In engineering graphics courses, the weaker students are the ones entering with a lower technical background. Such students are less motivated and have generally difficulties in keeping high their attention level during the lessons. In this study, the use of a webcomics structured in graphic novels was experimented as a motivational support in an engineering graphics course. Sixty nine students of a class taught by using webcomics as support and 47 students of a class taught traditionally were classified according to the kind of their high school of provenience: technical; scientific; non-technical and non-scientific. The findings showed that in the class where webcomics were used, students from non-technical and non-scientific high school scored a higher level of attention compared to others. The teacher who used the webcomics commented it an effective tool to encourage and stimulate weaker learners to actively participate to the lessons and the majority of students agreed such tool was stimulating. At the same time, some students considered the webcomics representation of engineering graphics topics as too far from the reality. It is concluded that the use of webcomics structured in graphic novels is a proficient way to better motivate weaker students to arouse and keep their attention at a high level during engineering graphics lessons.

Teaching Engineering Graphics for Digital Design

In the face of the requirement for professional skills in modern design processes such as mass customization and digital design techniques, our teaching of engineering graphics to engineering student needs to adapt. This paper proposes a new curriculum for an engineering graphics course, which combines traditional engineering graphics with modern digital design technologies. The paper highlights the need for training in innovative design, team cooperation and graphical communication.

Typical Product Cases Guided Engineering Graphics Teaching Reform for Communication Engineering Major

In order to cultivate the students with the engineer quality, the typical product cases guided engineering graphics teaching reform for communication engineering major is performed. The content of the course is decomposed into four parts and merged into product. Student-led, teacher-guide classroom atmosphere is established and task guided examination method is carried out. Results show that the new teaching reform is welcome and good effect is achieved.

Thinking of Engineering Graphics Teaching Management Model and Teacher Team Building

The engineering graphics discipline subordinate professional school of management, this mode of teaching management has the following problems. Engineering graphics teachers, can not concentrate on doing their own teaching and research work. One teacher without effective engineering graphics peer assessment, his engineering graphics teaching quality can not be guaranteed. New teachers into the institute,difficult to obtain a valid assessment. Problem solving way, first of all, engineering colleges, to set up engineering graphics independent management department, so that engineering graphics courses teaching quality is guaranteed under the existing conditions, can quickly show good results. Followed, by the mobilization of engineering graphics experts, in qualified well known engineering colleges, create engineering graphics undergraduate, to cultivate high quality engineering graphics talent, and engineering graphics software development talent. Engineering graphics teaching quality assurance will be continued,so that this intangible heritage is inherited. So, for the engineering circles, cultivation of top design talent and high quality graphics software-development talent has a solid foundation.

The Shape Characteristic Constitution of the Aggregation Based on Pro/Engineer in Engineering Graphics Education Innovation

The Shape Characteristic Constitution of the Aggregation Based on Pro/Engineer in Engineering Graphics Education Innovation

Spatial ability through engineering graphics education

Spatial ability has been confirmed to be of particular importance for successful engineering graphics education and to be a component of human intelligence that can be improved through instruction and training. Consequently, the creation and communication by means of graphics demand careful development of spatial skills provided by the balanced curricula based on the research results in multi disciplinary area. The approach to engineering graphics education had been transformed to meet spatial skills improvement even before significant and fast changes arose from the development of computer technology enabling the engineer powerful tools and techniques. The correlation and interference between new technologies widely introduced in engineering graphics education and spatial ability/skills, have initiated new studies to establish the basis of holistic engineering graphics education. This paper presents the overview of some efforts and possible answers resulting from intensive research into spatial ability and skills and their implementation in the conception of graphics education in engineering environment.

Challenge of Model Based Definition Technology to Engineering Graphics Education

MBD (Model Based Definition) technology is a digital method of product definition which combines all information required for manufacturing into the 3D design model including annotation, processing description, attributes and management information. This advancement is a not only a change in media used in the design, manufacturing, inspection and management cycles of the product but also a disruptive reform in engineering-thinking. MBD technology defines a product completely without traditional engineering drawing which is challenging the engineering graphics education. Though MBD technology has not been fully tested or fully developed in all field, change and revolution in relative engineering education must be taken into consideration simultaneously. By comparing the traditional 2D and 3D representation methods with the MBD technology including geometric and non-geometric information of product, some suggestions are presented in contemporary engineering graphics education.

Development and Application of an Autonomous Learning System for Engineering Graphics Education

Autonomous learning plays an important role in raising students' learning effect and innovation ability in university education. An effective e-learning environment is indispensable in autonomous learning. This paper studies a web based e-learning system and examines students' autonomous learning ability and perceptions of e-learning taking students at University of Jinan in China as an example. In this paper, a web-based e-learning system for engineering graphics course is developed. The characteristics, the design idea and strategies fit for engineering graphics are introduced. The architecture and system composition are discussed. The key technologies and implementation methods of each module of system are described in detail. The students had experiences on the network learning system for two years. The practical application indicates that it can enhance students' perceptual cognition to the teaching contents, increase their learning interests, develop their learning initiative and make them master the teaching contents more quickly.

Exploration of Teaching System Reform in Modern Engineering Graphics

Introducing three-dimensional modeling technology into the teaching of modern engineering graphics is a hot topic for graphics areas in recent years. Three-dimensional geometric modeling principles, methods, and skills will be integrated and infiltrated to modern engineering graphics course, and this will form a new teaching theory, content and process with modern engineering graphics teaching trends. The teaching reform of modern engineering graphics in the three- dimensional modeling environment must be imperative. This paper analyzes the shortcomings of a traditional teaching system, and explores the teaching mode which three-dimensional modeling is as the mainline and integrates two-dimensional design. Also proposes a combination of teaching methods, and makes the exploration of teaching reform.

Evaluating background and prior knowledge: A case study on engineering graphics learning

In this work, we analyze the results obtained by a group of freshmen students in a test of prior knowledge on technical drawing carried out before and after attending an introductory course on this subject. The aim of this course was to help students to gain knowledge necessary to take full advantage of the CAD software that is regularly used to teach engineering graphics education in the classroom. Two aspects of the results will be analyzed. First, if this kind of course is good enough to show an improvement in students’ ability. As will be shown, the score obtained by the students improved after attending the course. Second, we have analyzed the results in order to know if the students’ prior knowledge is good enough to allow them coping with their first year. Although the answer to this question depends on many factors, it will be shown that an introductory course is a useful tool to reduce the possible gap between the students’ prior knowledge and the basic knowledge on geometry that should be requested to a first-year engineering student. The kind of test we propose here could also be implemented to test the cognitive abilities of the students.

Development of a Multimedia Toolkit for Engineering Graphics Education

This paper focuses upon the development of a multimedia toolkit to support the teaching of Engineering Graphics Course. The project used different elements for the toolkit; animations, videos and presentations which were then integrated in a dedicated internet website. The purpose of using these elements is to assist the students building and practicing the needed engineering skills at their own pace as a part of an e-Learning solution. Furthermore, this kit allows students to repeat and view the processes and techniques of graphical construction, and visualization as much as needed, allowing them to follow and practice on their own.