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Spatial visualization and leadership in teaching multiview orthographic projection: An alternative to the glass box.

机译：在多视图正交投影教学中的空间可视化和领导能力：玻璃盒的替代品。

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摘要

The purpose of this study was to compare the effectiveness of using one instructional method versus another in teaching multiview orthographic projection to college students possessing varied spatial visualization abilities. Two instructional methods were used: (1) the traditional hinged glass box method and (2) an unconventional method in which an object is placed in the middle of a bowl/hemispheric shape where the front view of the object is seen by looking directly into the bowl. Other views are developed by sliding the object along the surface of the bowl until they are at right angle to the viewer's line of sight. The independent variable manipulated was the instructional method and the dependent variable was the spatial visualization development of students as demonstrated through their ability to mentally solve complex multiview orthographic projection problems.;The subjects were mostly freshmen and sophomores majoring in engineering technology enrolled in two intact basic engineering graphics classes at Ferris State University, Big Rapids, Michigan. The sample size was 92. The Differential Aptitude Test, Space Relations: Form T (DAT-SR-T, Bennett, Seashore, & Wesman, 1972) was administered to all subjects. Scores attained on the DAT-SR-T were used to divide the subjects into three groups and four visualization aptitude levels. Subjects were also given a 12-item pretest for multiview orthographic projection knowledge, taken from the Western Michigan University (Kalamazoo) Career Guidance Inventory Part 4 (Nowak, Walter, Vander Ark, & Henry, 1980).;Group 1 received 2 hours of instruction using glass box imagery, Group 2 received 2 hours of bowl imagery, and Group 3 received no formal orthographic instruction. Hypotheses were formulated and tested for significant differences between treatment and control groups for each aptitude level. The 12-item orthographic test was given to all subjects to record spatial visualization ability gains. The data collected were analyzed using the Statistical Package of Social Sciences (SPSS, Inc., 1990) software, Release 4.1. No significant difference in spatial visualization gain scores was found between treatment groups or aptitude levels at the.05 level.
机译：这项研究的目的是比较使用一种教学方法与另一种教学方法对具有各种空间可视化能力的大学生进行多视图正投影投影法的效果。使用了两种说明性方法：（1）传统的铰接玻璃盒方法和（2）一种非常规方法，其中将对象放置在碗状/半球形形状的中间，通过直接观察该对象可以看到对象的前视图这个碗。通过沿碗的表面滑动对象直至与观察者的视线成直角，可以形成其他视图。自变量是教学方法，因变量是学生的空间可视化发展，这是通过他们在智力上解决复杂的多视图正交投影问题的能力证明的。主题主要是工程学专业的新生和大二学生，学习了两个完整的基础知识密歇根州大急流城的弗里斯州立大学的计算机图形学课程。样本大小为92。对所有对象进行差异能力倾向测试，空间关系：表格T（DAT-SR-T，Bennett，Seashore和Wesman，1972年）。在DAT-SR-T上获得的分数用于将受试者分为三组和四个可视化水平。从西密歇根大学（卡拉马祖）职业指导量表第4部分（Nowak，Walter，Vander Ark和Henry，1980）中获得12个项目的多视角正射投影知识的预测试;第1组的测试时间为2小时使用玻璃盒图像的说明，第2组收到2个小时的碗状图像，而第3组没有收到正式的正字法说明。制定假设并测试治疗组和对照组在每个能力水平上的显着差异。对所有受试者进行12项正交测试，以记录其空间可视化能力的提高。使用社会科学统计软件包（SPSS，Inc.，1990）软件版本4.1对收集的数据进行分析。在治疗组之间或在.05水平的能力水平之间，在空间可视化增益分数上没有发现显着差异。

著录项

  • 作者

    Curtis, Mark A.;

  • 作者单位

    Western Michigan University.;

  • 授予单位 Western Michigan University.;
  • 学科 Education Industrial.;Education Curriculum and Instruction.;Education Technology of.
  • 学位 Ed.D.
  • 年度 1992
  • 页码 120 p.
  • 总页数 120
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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