Unmasking how pre-service engineering graphics and design teachers read and interpret assembly drawing at a university of technology: a case study in Umgungundlovu, KwaZulu-Natal.

Abstract

The study sought to find out how engineering graphics and design (EGD) pre-service teachers (PSTs) read and interpret assembly drawing (AD). This study was undertaken because newly qualified teachers of EGD need the relevant skills to teach EGD so that it activates learners’ spatial visual reasoning, and ensure good pass rates in the subject. Also pre-service teachers at a University of Technology in South Africa, find assembly drawings difficult to read, to interpret and to learn. The study was guided by four research questions: 1. What are first year EGD PSTs’ levels of spatial visualization ability? 2. How do first year EGD PSTs read and interpret AD? 3. Why do first year EGD PSTs read and interpret AD the way they do? 4. Does the reading and interpretation of AD, among first year EGD PSTs, change after mediation? If so how? If not why? The qualitative case study design approach was adopted. Data were generated through the Purdue spatial visualization test (PSVT), which is a mental rotation test, through two think aloud tasks, by individual interviews, focus group interview and collage making for both tasks. The findings reveal that as an object undergoes more rotations it becomes increasingly more difficult for first year EGD PSTs to mentally visualize and manipulate the object. Challenges experienced by the first year EGD PSTs include the inability to read and interpret information provided by exploded isometric drawing (3-D) and different views of each part in 2-D. The result is an inability to differentiate between orthographic and isometric projections, and to visualize the different views, inability to visualize or see spatial relationships between objects and rotate objects, inability to measure accurately and apply SANS code of practice as well as inability to assemble and recognize lines. Findings also confirm that spatial ability, the ability to mentally rotate or manipulate objects is not innate; instead it can be learned with training. The findings from this study are used to propose a model for linking the teaching and learning of AD in EGD. The model is shown as a graphic, indicating the links between teaching and learning of AD in EGD for PSTs doing Engineering Drawing and Design as their specialization subject.