Engineering Graphics Literacy: Spatial Visualization Ability and Students’ Ability to Model Objects from Assembly Drawing Information

Abstract

Geometry and Graphics. Branoff's research interests include spatial visualization in undergraduate students and the effects of online instruction for preparing technology education teachers and engineers. Along with teaching courses in introductory engineering graphics, computer-aided design, descriptive geometry, and instructional design, he has conducted CAD and geometric dimensioning and tolerancing workshops for both high school teachers and local industry.

Meeting the challenges first year engineering graphic design pre-service teachers encounter when they read and interpret assembly drawing

“…A study by Singh-Pillay and Sotsaka (2017) asserted that many practising teachers of EGD lack the pedagogical content knowledge (PCK) needed to develop the spatial visual skills required by learners if they are to cope with reading and interpreting engineering drawings such as ADs. Hence, many EGD learners emerging from the schooling system (including, in this case, first-year EGD PSTs) have poorly developed or poorly activated spatial visual skills as Branoff and Dobelis (2012) have noted. Additionally, the National Senior Certificate (NSC) EGD examiners' and moderators' reports from 2011 to 2018 highlight matric learners' inability to read and interpret ADs.…”

“…If students are to master this spatial skill, the teachers must create a learning environment in which students can engage practically in drawing activities. Furthermore, Branoff and Dobelis (2012) noted that the mismatch between engineering professors' teaching style and engineering students' learning style was the cause of the high failure rates of engineering students. This view was offered by Branoff et al (2003) when, nearly a decade earlier, they suggested that EGD teachers must expose students to the hands-on experience of drafting techniques and conventions that meet the required standards.…”

“…Rote learning or memorising is not and cannot be the solution to the well documented poor success rates. Moreover, Kabouridis (2010) as well as Branoff and Dobelis (2012) have recommended that EGD students should be trained specifically to develop their spatially related problem-solving abilities. When once the spatial skill is developed it should be improved continually to meet the needs of industry.…”

“…The failure of the schooling system to develop fundamental skills required in the engineering field such as the ability to communicate graphically, apply spatial visual reasoning, and read and interpret graphical text in subjects like engineering graphics and design (EGD) has been noted in studies by Sotsaka (2015) and Konadu-Yiadom (2016). It is well documented in the literature that the ability to read and interpret graphical text in engineering courses is dependent on an individual's spatial visual reasoning skills (Branoff & Dobelis, 2012;Makgato & Khoza, 2016). In EGD, learners learn to communicate graphically which means being able to read and interpret graphical text.…”

Triggering the Students' Positive Attitude for the Studies of Engineering Graphics Courses Through the Augmented Reality Content

“…Specific aspects of engineering graphics teaching and key principles of the elaboration of educational computer games for developing spatial imagination are studied just occasionally [6]. An attempt to measure an engineering graphics literacy was made by means of more entertaining "technological toy" -a contemporary 3D parametric modelling CAD software [7]. The students were required to prove their spatial comprehension and the skills of the interpretation of the assembly drawing by modelling in a limited period as many individual parts as possible.…”