Learning to think spatially in an undergraduate interdisciplinary computational design context: a case study
Tóm tắt
Spatial thinking skills are vital for success in everyday living and work, not to mention the centrality of spatial reasoning in scientific discoveries, design-based disciplines, medicine, geosciences and mathematics to name a few. This case study describes a course in spatial thinking and communicating designed and delivered by an interdisciplinary team over a three-year period to first-year university students. Four major elements provide a framework for the sequencing of instruction and acquisition of 2D and 3D spatial thinking and reasoning skills in a computational design context. We describe the process of introducing students to computational design environments beginning with a fun and familiar tool in preparation for a more complex, industry-standard system (SolidWorks). A design project provides diverse student teams an opportunity to integrate and apply foundational spatial concepts and skills including sketching, 2D and 3D representations, as well as digital and physical modeling. Samples of student work illustrate the scaffolding necessary for students to successfully draw upon the spatial thinking and communication skills required to complete their team projects beginning with applying sketching techniques; modeling individual 3D parts; creating digital assemblies; and finally building the equivalent 3D physical model. Key instructional principles provide a framework for the analysis of what worked and what didn’t in relation to spatial skills development in students. The lessons learned are identified along with potential future directions for teaching and learning scholarship in spatial thinking development within a computational design context.
Tài liệu tham khảo
Ashraf, M. (2004). A critical look at the use of group projects as a pedagogical tool. Journal of Education for Business, 79(4), 213–216.
Barr, R. E. (1999). Planning the EDG curriculum for the 21st century: A proposed team effort. Engineering Design Graphics Journal, 63(2), 4–12.
Ben Youssef, B., Berry, B., Sjoerdsma, M., Dill, J., Erhan, H., & McCracken, J. (2009, May 12–14). Engaged faculty yields engaged students. In Proceedings of the 35th McGraw-Hill Ryerson teaching and learning conference, first year in focus: Engaging students in their first year and beyond, (p. 40). Vancouver, Canada.
Bertoline, G. R., & Wiebe, E. N. (2005). Fundamentals of graphics communication (5th ed.). Boston, MA: McGraw-Hill Graphics Series.
Connolly, P. E. (2009, January 4–7). Spatial ability improvement and curriculum content. In 63rd annual ASEE/EDGD mid-year conference proceedings. Berkeley, California, USA.
Cooper, H. M., & Good, T. L. (1983). Pygmalion grows up: Studies in the expectation communication process. New York, NY: Longman Publishing Group.
Dassault Systèmes (2010, May 10). Retrieved from http://www.solidworks.com.
Do, E. Y-L. (2010, April 22). GIS 172: Visual reasoning. Retrieved from http://code.arc.cmu.edu/visual.
Dunwoody, A. B. (2010, May 10). APSC 151: Computer-aided engineering graphics. Retrieved from http://courses.engineering.ubc.ca/apsc151.
Erhan, H., Ben Youssef, B., Sjoerdsma, M., Dill, J., Berry, B., & McCracken, J. (2008, July 27–29). Spatial thinking and communicating: A course for first-year university students. In Proceedings of the fifth CDEN/RCCI international design engineering conference [CD-ROM]. Halifax, Nova Scotia, Canada.
Field, B. (1999). A course in spatial visualization. Journal of Geometry and Graphics, 3(2), 201–209.
Finke, R., & Shepard, R. N. (1986). Visual functions of mental imagery. In K. R. Boff, L. Kaufman, & J. P. Thomas (Eds.), Handbook of perception and human performance, (Vol. II, pp. 19–55). New York: Wiley.
Frank, M., Lavy, I., & Elata, D. (2003). Implementing the project-based learning approach in an academic engineering course. International Journal of Technology and Design Education, 13, 273–288.
Gerber, E. (2007, April 28–May 3). Improvization principles and techniques for design. In Proceedings of the 25th ACM conference on human factors in computing systems (CHI 2007) (pp. 1069–1072). San Jose, CA, USA.
Golledge, R. G. (2010, May 28). GEOG 581: Concepts for spatial thinking and GEOG 583: Spatial analysis and modeling. Retrieved from http://college.usc.edu/geography/courses/graduate.html.
Golledge, R. G., & Stimson, R. J. (1997). Spatial behaviour: A geographical perspective. New York: Guilford Press.
Good, T., & Brophy, J. (1997). Looking in classrooms. New York, NY: Longman Publishing Group.
Hespanha, S. R., Goodchild, F., & Janelle, D. G. (2009). Spatial thinking and technologies in the undergraduate social science classroom. Journal of Geography in Higher Education, 33(S1), 17–27.
Hochberg, J. (1978). Perception. Englewood Cliffs, NJ: Prentice-Hall.
Kastens, K. A., & Ishikawa, T. (2006). Spatial thinking in the geosciences and cognitive sciences: A cross-disciplinary look at the intersection of the two fields. In C. A. Manduca & D. W. Mogk (Eds.), Earth and mind: How geologists think and learn about the earth (pp. 53–76). Boulder, CO: The Geological Society of America.
Kruck, S. E., & Teer, F. P. (2009). Interdisciplinary student teams projects: A case study. Journal of Information Systems Education, 20(3), 325–330.
Lane, D., Seery, N., & Gordon, S. (2009). The understated value of freehand sketching in technology education. Engineering Design Graphics Journal, 73(3), 13–22.
Lau, K., Oehlberg, L., & Agogino, A. (2009). Sketching in design journals: An analysis of visual representations in the product design process. Engineering Design Graphics Journal, 73(3), 23–28.
Lego Digital Designer. (2010, June 22). Retrieved from http://ldd.lego.com.
Leutner, D. (2000). Double-fading support—A training approach to complex software systems. Journal of Computer Assisted Learning, 16, 347–357.
Lohman, D. F., & Nichols, P. D. (1990). Training spatial abilities: Effects of practice on rotation and synthesis tasks. Learning and Individual Differences, 2(1), 67–93.
Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. In D. G. Oblinger (Ed.), EDUCAUSE learning initiative: Advancing learning through IT innovation (pp. 1–12). Retrieved June 10, 2010 from http://net.educause.edu/ir/library/pdf/ELI3009.pdf.
Martin-Dorta, N., Saorin, J., & Contero, M. (2008). Development of a fast remedial course to improve the spatial abilities of engineering students. Journal of Engineering Education, 97(4), 505–513.
Mathewson, J. H. (1999). Visual-spatial thinking: An aspect of science overlooked by educators. Science Education, 83(1), 33–54.
McKim, R. H. (1980). Experiences in visual thinking. Boston, MA: PWS Publishers.
McLaren, S. V. (2008). Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age. International Journal of Technology and Design Education, 18, 167–188.
Merrill, M. D. (2009). First principles of instruction. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-design theories and models, Vol. III (pp. 41–56). New York: Routledge.
Miller, C. L. (1996). A historical review of applied and theoretical spatial visualization publications in engineering graphics. Engineering Design Graphics Journal, 60(3), 12–33.
Mohler, J. L. (1997). An instructional method for the AutoCAD modeling environment. Engineering Design Graphics Journal, 61(1), 5–13.
Mohler, J. L. (2007). An instructional strategy for pictorial drawing. Journal of Industrial Teacher Education, 44(3), 5–26.
Mohler, J. L. (2008a). A review of spatial ability research. Engineering Design Graphics Journal, 72(3), 19–30.
Mohler, J. L. (2008b). Examining the spatial ability phenomenon from the student’s perspective. Engineering Graphics Design Journal, 72(3), 1–15.
Mohler, J. L., & Miller, C. L. (2008). Improving spatial ability with mentored sketching. Engineering Design Graphics Journal, 72(1), 19–27.
National Research Council (NRC). (2006). Learning to think spatially. Washington, DC: The National Academies Press.
Nelson, K., Kift, S., Humphreys, J., & Harper, W. (2006). A blueprint for enhanced transition: Taking a holistic approach to managing student transition into a large university. In Proceedings of the first year in higher education conference (pp. 1–12). Gold Coast, Australia.
Norman, K. L. (1994). Spatial visualization—A gateway to computer-based technology. Journal of Special Education Technology, 12(3), 195–206.
Novick, L. R., & Bassok, M. (2005). Problem solving. In K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 321–349). New York: Cambridge University Press.
Olkun, S. (2003, April). Making connections: Improving spatial abilities with engineering drawing abilities. International Journal of Mathematics Teaching and Learning, Center for Innovation in Mathematics Teaching, University of Plymouth, UK.
Onyancha, R. M., Derov, M., & Kinsey, B. L. (2009). Improvements in spatial ability as a result of targeting training and computer-aided design software use: Analyses of object geometries and rotation types. Journal of Engineering Education, 98(2), 157–167.
Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32, 1–8.
Park, J., Kim, D-E., & Sohn, M. H. (2010). 3D simulation technology as an effective instructional tool for enhancing spatial visualization skills in apparel design. International Journal of Technology and Design Education. Published online. Retrieved from http://www.springerlink.com.proxy.lib.sfu.ca/content/47122p3n40t03428/fulltext.pdf.
Peppé, R. (2002). Automata and mechanical toys. Marlborough, Wiltshire: Crowood Press.
Piaget, J., & Inhelder, B. (1956). The Child’s conception of space (F. J. Langdon & J. L. Lunzer, translators). New York: Norton (Original Work Published in 1948 as La Représentation de L’Espace chez L’Enfant).
Pleck, M. H., McGrath, M. B., Bertoline, G. R., Bowers, D. H., & Sadowski, M. A. (1990). Factors affecting the engineering design graphics curriculum: Past, present, future. Proceedings of the NSF symposium on modernization of the engineering design graphics curriculum, Austin, TX, 43–52.
Sharp, J., & Zachary, L. W. (2004). Using the van Hiele K-12 geometry learning theory to modify engineering mechanics instruction. Journal of STEM Education Innovations and Research, 5(1&2), 35–41.
Shepard, R. N. (1984). Ecological constraints on internal representations: Resonant kinematics of perceiving, imagining, thinking, and dreaming. Psychological Review, 91(4), 417–447.
Shneiderman, B. (2007). Creativity support tools: Accelerating discovery and innovation. Communications of the ACM, 50(12), 20–32.
Shortis, M., Leahy, F., Ogleby, C., Kealy, A., & Ellis, F. (2002). Learning spatial design and analysis concepts. Retrieved June 6, 2010 from: http://www.geomsoft.com/markss/papers/Shortis_etal_spatDA.pdf.
Sorby, S. A. (1999). Developing 3-D spatial visualization skills. Engineering Design Graphics Journal, 63(2), 21–32.
Sorby, S. A. (2005). Assessment of a “new and improved” course for the development of 3-D spatial skills. Engineering Design Graphics Journal, 69(3), 6–13.
Sorby, S. A. (2009). Educational research in developing 3-D spatial skills for engineering students. International Journal of Science Education, 31(3), 459–480.
Sorby S. A., & Baartmans, B. J. (2000). The development and assessment of a course for enhancing the 3-D spatial visualization skills of first year engineering students. Journal of Engineering Education, 89(3), 301–307.
Sorby, S. A., & Gorska, R. A. (1998). The effect of various courses and teaching methods on the improvement of spatial ability. In Proceedings of the 8th international conference on engineering design graphics and descriptive geometry (pp. 252–256). Austin, TX.
Sternberg, R. J., Lubart, T. I., Kaufman, J. C., & Pretz, J. E. (2005). Creativity. In K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 351–369). New York: Cambridge University Press.
Strong, S., & Smith, R. (2001). Spatial visualization: Fundamentals and trends in engineering graphics. Journal of Industrial Technology, 18(1), 1–6.
TechBytes (2010, June 9). Retrieved from http://www.sfu.ca/techbytes/.
TechOne Program (2010, April 26). Retrieved from http://students.surrey.sfu.ca/techone.
Tickoo, S., & Maini, D. (2007). SolidWorks 2007 for designers. CADCIM Technologies.
Tsiplakides, I., & Keramida, A. (2010). The relationship between teacher expectations and student achievement in the teaching of English as a foreign language. English Language Teaching, 3(2), 22–26.
Tversky, B. (2005). Functional significance of visuospatial representations. In P. Shah & A. Miyake (Eds.), The Cambridge handbook of visuospatial thinking (pp. 1–34). Cambridge: Cambridge University Press.
Voss, J. F., & Wiley, J. (1995). Acquiring intellectual skills. Annual Review of Psychology, 46, 155–181.
Wickens, C. D., Vincow, M., & Yeh, M. (2005). Design applications of visual spatial thinking: The importance of frame of reference. In P. Shah & A. Miyake (Eds.), The Cambridge handbook of visuospatial thinking (pp. 383–425). Cambridge: Cambridge University Press.
Wiebe, E. N. (1999). 3-D constraint-based modeling: Finding common themes. Engineering Design Graphics Journal, 63(3), 15–31.
Wiebe, E. N., Branoff, T. J., & Hartman, N. W. (2003). Teaching geometry through dynamic modeling in introductory engineering graphics. Engineering Design Graphics Journal, 67(2), 12–20.
Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Los Angeles, CA: Sage Publications.