Using a Problem-Solving Heuristic to Teach Engineering Graphics

Abstract

Students often experience difficulties in developing an adequate understanding of how to solve engineering graphics problems using traditional teaching methods. Application of an explicit problem-solving technique to graphics problems can help students to understand the solution strategy. This method reinforces the details of the process, enabling students to apply the same techniques to more complicated problems. The problem-solving heuristic involves devising and evaluating a solution plan before it is implemented. Without such a solution plan, students are more likely to rush into an ill-conceived solution design without any meaningful preliminary thought. By considering a detailed solution plan for even simple problems, students should gain an in-depth understanding of the class material. This paper presents and discusses the implementation of a problem-solving approach to engineering graphics, which can be applied to both drafting and computer-aided design (CAD) exercises. Preliminary results indicate that students' skills at solving engineering graphics problems improve as a result of implementing a structured approach towards developing a solution plan.

Fostering Higher Order Thinking Skills in Engineering Drawing

“…Kosse and Senadeera stressed on the importance of hand-drawing and tolerancing instead of limiting the students to AutoCAD or one of the solid-modelling packages. On the other hand, if the support of modern aids like virtual reality techniques are adopted in engineering drawing, then it paves way for improvement in understanding of the subject (Romero, Maroto, Martínez, & Félez, 2007) (Kimmel, Deek, & Kimmel, 2004) . Kimmel , 2017).…”

The study of the effectiveness of design-based engineering learning: the mediating role of cognitive engagement and the moderating role of modes of engagement

“…Scholars argue that the tasks assigned in DBEL models should be authentic, open-ended, challenging, and multidisciplinary (Kimmel et al, 2005;Lee et al, 2010;Zhan and Porter, 2010). On the one hand, such tasks should link teaching scenarios, teacher instruction, and student learning in the classroom with real engineering situations.…”

“…Others regard it as a teaching tool for educators to assign challenging tasks and create an interactive environment for students to recall and repeatedly practice what they have learned (Johri and Olds, 2011;Polishetty et al, 2014). DBEL has also been conceptualized as a new approach in which students design specific models using a priori experience and learning, cyclically designing and revising these models and acquiring new knowledge in the process (Kimmel et al, 2005;Lee et al, 2010). DBEL has been framed as a collaborative and optimized model of engineering learning in which students continuously analyze and design existing engineering technology systems and improve their quality, functionality, cost, and price to obtain significant improvements in product performance (Polishetty et al, 2014).…”

A sampled literature review of design-based learning approaches: a search for key characteristics

“…Commonly, asking questions during different project implementation phases are employed to model and apprentice learners through the more complex parts of the design such as the process of scoping the problem, inquiring and troubleshooting (Chang et al 2008;Etkina et al 2006;Roberts 2001;van Til et al 2009). In addition, problem-solving heuristics such as formulating problem, planning and designing the solution, and testing and delivering the solution, have yield positive results in assisting Behrens et al (2010), Chang et al (2008), Cheville et al (2005), Chinowsky et al (2006), Hirsch et al (2001), Jacobson et al (2006), Kimmel and Deek (2005), Kimmel et al (2003), Linge and Parsons (2006), Macías-Guarasa et al (2006), Martínez Monés et al (2005, Maase (2008), Massey et al (2006), McMartin et al (2000, Mese (2006), Nonclercq et al (2010), Ringwood et al (2005), Roberts (2001) Multidisciplinary Integration of content from different disciplines Teachers/expertise form different disciplines involve in project Kundu and Fowler (2009), Macías-Guarasa et al (2006), Nonclercq et al (2010), Selfridge et al (2007) learners in learning to design. Other examples of scaffolding students' gaining content knowledge include on-line quizzes, discussions (Cheville et al 2005;Maase 2008), worksheets with questions or the use of a solution plan (Etkina et al 2010;Kimmel and Deek 2005;Lyons and Brader 2004).…”

“…In the same line, a number of studies emphasize that weekly questionnaires of on-line quizzes become a flexible assessment method by which the material presented in lectures and lab during the week can be easily tested (Macías-Guarasa et al 2006;Martínez Monés et al 2005;Massey et al 2006;Nooshabadi and Garside 2006;Chang et al 2008;Cheville et al 2005). The added value of the formative quizzes is that, as scaffolding method, it helps students understand concepts and theories involved in the problem to be solved (Kimmel and Deek 2005).…”