Improving Pre-Service Teachers’ Conceptualisation of Isometric Drawing through AutoCAD-Based Simulation
Keywords:
isometric drawing; technology-enhanced learning; AutoCAD; simulation; conceptualisationAbstract
This qualitative study aimed to address the ongoing issue of poor performance in isometric drawing, which has been a persistent problem. Each year, Grade 12 moderators' reports consistently highlight learners' difficulties with this section. This ongoing challenge suggests that teachers also face difficulties when teaching this concept. Consequently, this study focused on pre-service teachers to address this educational gap. The choice to concentrate on pre-service teachers from a university of technology training as Engineering Graphics and Design (EGD) teachers was strategic. As future educators, these individuals have significant potential to act as agents of change in the teaching and learning of isometric drawing. This potential for educational transformation compelled the need to explore the effect of technology-enhanced learning in improving the conceptualisation of isometric drawing. To address the research objectives, forty first-year pre-service teachers enrolled in EGD were purposively selected to participate in this study. The theoretical foundation combined the Zone of Proximal Development and technology framework with Self-Directed Learning theory to underpin this qualitative enquiry. Data was gathered through photovoice and reflective diaries to evaluate the impact of AutoCAD in enhancing the conceptualisation of isometric drawing. The collected data was examined through narrative analysis to document and interpret the effects of the AutoCAD intervention. Findings from this analysis suggest that technology-enhanced learning, specifically AutoCAD-based pedagogy, significantly enhances the conceptualisation of isometric drawing and improves fundamental spatial visualisation skills. The implications of these findings indicate that EGD teachers should adopt technology-based learning approaches in their classrooms. Therefore, this study recommends that all EGD teachers become proficient in operating AutoCAD to integrate this sophisticated drawing software into their teaching methodologies effectively.
https://doi.org/10.26803/ijlter.24.9.32
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