期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2005
卷号：0
期号：0
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Engineering sketching is a method of externalizing the thinking about, and solving of, design problems. Sketching, from the Greek σχεδιος (meaning “sudden”), can be defined as: 1. A simple, rough drawing or design; 2. A brief plan or description of major elements. Sketching exists somewhere between writing and formal drawing as a means of formulating ideas. In the third year of teaching engineering sketching in our first year design course, assignments were given an additional component: the visualization of engineering concepts. This had three motivations: 1. Students should be given the opportunity to integrate knowledge from other first year engineering courses; 2. Students should be challenged to think spatially; 3. Students who were not necessarily strong renderers should be able to do well in the “concept” category. This paper will discuss how these new components encouraged the students into a more Visual-Spatial (VS) thinking mode. There will be some discussion regarding how VS type students “understand” with respect to more prevalent Auditory-Sequential (ASQ) type students. The goal of visualizing engineering concepts is to bridge the ASQ style of deliveries (from other knowledge-bases) with a more VS style of problem solving.
