An exploration of the variables contributing to graphical education students’ CAD modelling capability

Delahunty, Thomas; Seery, Niall; Dunbar, Ronan; Ryan, Michael

doi:10.1007/s10798-019-09503-x

Cited by 4 publications

(7 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A sketch can be a few lines on a paper or it can be a more developed drawing of something. Sketches are primarily used as support and a tool for the design process (Delahunty et al, 2020). In engineering graphics courses, teaching sketches is suggested to start the course, to improve the students' ability of visualization (Jerz, 2002).…”

Section: Design and Design Processesmentioning

confidence: 99%

“…This tradition is also used in post-primary schools, targeting on teaching how to use the software (McGarr & Seery, 2011). However, today, core contents of technology education are based on creativity and design and perhaps other methods for teaching CAD are better suited than a traditional pedagogy (Delahunty et al, 2020). Alternative CAD pedagogies are teaching how a CAD system works instead of teaching CAD through a specific task (Menary & Robinson, 2011).…”

Section: Teaching Cadmentioning

confidence: 99%

“…Pupils need to acquire knowledge of how to create a model, but they should also be able to motivate the choices made in the creation of the design (Menary & Robinson, 2011). Moreover, introducing a new technology to a practice can entail challenges (Delahunty et al, 2020). Teachers need more than just declarative/procedural knowledge to be able to help pupils with their problems (McGarr & Seery, 2011).…”

Section: Teaching Cadmentioning

confidence: 99%

“…Charlesworth (2007) adds that pupils working with digital design processes tend to work linearly, with fewer alternative solutions. However, when designing in CAD, more solutions to a problem can be developed if a pupil first begins to make sketches for the design (Delahunty et al, 2020). This is a result that Ginestié (2018) and Lane (2018) also found when pupils were solving problems, even though Ginestié (2018) and Lane's (2018) study concerned designing without a digital tool such as CAD.…”

Section: Teaching Cadmentioning

confidence: 99%

See 3 more Smart Citations

Teach to use CAD or through using CAD: An interview study with technology teachers

Brink

Kilbrink

Gericke

2022

Int J Technol Des Educ

View full text Add to dashboard Cite

Today, many technology teachers in compulsory technology education teach design and design processes using a digital design tool, such as computer aided design (CAD). Teaching involving CAD is a relatively new element and not very much is known about what teachers intend pupils to learn in compulsory education. Thus, the aim of this study is to investigate technology teachers’ experiences in order to gain insight into their teaching practices involving CAD. A phenomenographic approach was used and twelve semi-structured interviews with lower secondary technology teachers were conducted. The interviews were analyzed and categories of description were hierarchically organized into the phenomenographic outcome space. The results show that teachers have different experiences of the intended learning outcomes when CAD is used in teaching, and four hierarchical categories emerged: (1) Handling the software, (2) Using ready-made models, (3) Manufacturing and creating printed models, and (4) Designing. The four categories describe teaching to use CAD and/or through using CAD. Further, the hierarchical categories indicate a teaching progression and the categories can be used as a basis for further discussions among teachers, teacher educators and researchers to develop CAD pedagogies within compulsory technology education.

show abstract

Section: Design and Design Processesmentioning

confidence: 99%

Section: Teaching Cadmentioning

confidence: 99%

Section: Teaching Cadmentioning

confidence: 99%

Section: Teaching Cadmentioning

confidence: 99%

See 2 more Smart Citations

Teach to use CAD or through using CAD: An interview study with technology teachers

Brink

Kilbrink

Gericke

2022

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…New technology subjects (Design and Communication Graphics and Technology) at Leaving Certificate level were introduced in 2007, and provided a radical curricular shift to design-based education as part of a general educational alignment (Seery et al, 2011). Despite this, there still remains aspects of the vocational heritage of these subjects through the preservation of hegemonic instructional practices (Delahunty et al, 2020). As McGarr (2011, p. 127) notes, "similar beliefs [about the value of technology education] exist within society where it continues to be seen as a masculine subject and suited to the more 'non-academic' students and those that are increasingly disengaged with school."…”

Section: Sociohistorical Issues and Subject Monopoliesmentioning

confidence: 99%

Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland: Authentic or Utopian Ideology?

2021

Self Cite

View full text Add to dashboard Cite

Integrative science, technology, engineering and mathematics (STEM) education is heralded as a promising model for effective learning of 21st century STEM literacies and has been suggested as an approach that increases student motivation and engagement. In recent years Ireland has introduced policy with a renewed emphasis on integrated STEM education across all levels of schooling and paying particular attention to the early years and primary settings. The available international literature cites many concerns with potential barriers and failures to achieve authentic integration of the various STEM disciplines in educational contexts. An important determinant of the success of integrated STEM curricula are the backgrounds and attitudes of the individual teachers, as well as supports/experiences in designing and implementing an integrated curricular approach. In the Irish context, this is often in conflict with prescribed overloaded curricula and a subject focussed education system. Therefore, research is required into primary school teachers’ perspectives on achieving a truly integrated model of STEM education, particularly in the Irish context. This study employed a qualitative approach using semi-structured interviews with a sample of practicing teachers (N = 6) to gather perspectives on the potential and challenge of integrating STEM in their respective experiences. These teachers were enrolled in a practice orientated module on STEM education as part of their postgraduate studies. The data gathered was analysed to ascertain these teachers’ perspectives on the supports needed to overcome the challenges of integrating STEM subjects within their professional settings. Essentially, the findings of this study will discuss whether such an integrated STEM model is an authentic or utopian ideology.

show abstract

Sketch-Based Modeling in Mechanical Engineering Design: Current Status and Opportunities

Camba

Company

Naya

2022

Computer-Aided Design

View full text Add to dashboard Cite

An exploration of the variables contributing to graphical education students’ CAD modelling capability

Cited by 4 publications

References 34 publications

Teach to use CAD or through using CAD: An interview study with technology teachers

Teach to use CAD or through using CAD: An interview study with technology teachers

Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland: Authentic or Utopian Ideology?

Sketch-Based Modeling in Mechanical Engineering Design: Current Status and Opportunities

Contact Info

Product

Resources

About