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首页> 外文期刊>European journal of engineering education >A longitudinal evaluative study of student difficulties with engineering graphics
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A longitudinal evaluative study of student difficulties with engineering graphics

机译：用工程图对学生的困难进行纵向评估研究

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We have previously reported in this journal that spatial ability influences academic performance in engineering. We have also reported that spatial ability is trainable, and can be increased through instruction focused on using perception and mental imagery in three-dimensional representation. In this article, we present the results of a longitudinal evaluative study of student difficulties with engineering graphics at our university, involving research over a 24-year period. Prior to our intervention, the first-year engineering graphics course at our university had a failure rate of 36% for all engineering students, and failure rates of 80% for African students studying at our university. In terms of outcomes, our study indicates that changed teaching practices have been associated with increased pass rates, which currently average 88% for all students. There is clear evidence that African students no longer experience major difficulties in passing the course. This can be attributed both to changes in teaching methodology, as well as broader contextual changes occurring in South Africa over the period reviewed. Despite evidence of increased pass rates, our data suggest that there is a continuing relationship between three-dimensional spatial perception and academic performance in engineering graphics, as well as with aggregated first-year engineering marks. For this reason, many students still require academic support. There is also evidence that female students experience difficulties with engineering graphics due to lack of previous technical experience, and use a variety of strategies to overcome their study problems. The most effective appear to be use of peers and friends, and in particular students who had previously taken the course, as mediators of the course content and materials. Those female students who have not taken technical drawing at school level, and female students who do not network with other engineering students, are those at greatest disadvantage.
机译：我们之前在该杂志上曾报道过，空间能力会影响工程学的学术表现。我们还报告说，空间能力是可训练的，并且可以通过专注于在三维表示中使用感知和心理意象的教学来提高空间能力。在本文中，我们介绍了对我们大学的工程图形学生困难进行纵向评估研究的结果，其中涉及24年的研究。在我们介入之前，我们大学的第一年工程制图课程的所有工程专业学生的失败率是36％，在我们大学学习的非洲学生的失败率是80％。在结局方面，我们的研究表明，教学实践的改变与合格率的提高有关，目前合格率平均为所有学生的88％。有明确的证据表明，非洲学生在通过该课程时不再遇到重大困难。这既可以归因于教学方法的变化，也可以归因于回顾期间南非发生的更广泛的情境变化。尽管通过率有所提高的证据，但我们的数据表明，三维空间感知与工程图学学业成绩以及第一年的工程学总成绩之间存在持续的关系。因此，许多学生仍然需要学术支持。也有证据表明，由于缺乏以前的技术经验，女学生在工程图学上遇到困难，并使用各种策略来克服他们的学习问题。最有效的方法似乎是利用同伴和朋友，特别是以前参加过该课程的学生作为课程内容和材料的调解人。那些在学校水平上没有参加过技术制图的女学生，以及没有与其他工程专业的学生建立联系的女学生，处于最大的劣势。

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