A Repurposed Geometric Reasoning Model for Engineering Graphics and Design: A Conceptual Paper
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| Title: | A Repurposed Geometric Reasoning Model for Engineering Graphics and Design: A Conceptual Paper |
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| Language: | English |
| Authors: | Vernon Candiotes, Willem Rauscher, Sonja van Putten |
| Source: | Design and Technology Education. 2025 30(3):100-121. |
| Availability: | Design and Technology Association. 11 Manor Court, Banbury, OX16 5TB, UK. Tel: +44-1789-470007; Fax: +44-1789-470-007; e-mail: info@data.org.uk; Web site: https://openjournals.ljmu.ac.uk/DesignTechnologyEducation |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Engineering Education, Graphic Arts, Design, Thinking Skills, Spatial Ability, Abstract Reasoning, Concept Formation, Models, Geometry, Visual Perception, Skill Development, Recognition (Psychology), Logical Thinking |
| Geographic Terms: | South Africa |
| ISSN: | 1360-1431 2040-8633 |
| Abstract: | Engineering Graphics and Design is a South African school subject which is foundational to fields such as mechanical, electrical, and civil engineering. However, persistent shortcomings in this subject's instruction have been documented in the South African National Senior Certificate examiners' reports over the past decade. These issues stem primarily from ineffective instructional strategies and a lack of structured reasoning development. These methodological deficiencies may influence the development of learners' visuospatial reasoning skills and conceptual understanding. The situation is exacerbated by the fact that no model for developing such conceptual understanding and reasoning currently exists in the Engineering Graphics and Design field. The need for such a model prompted our search for a suitable model for the structured development of visuospatial reasoning skills, culminating in this conceptual paper. We address the gap by demonstrating how the van Hiele model of geometric reasoning can be particularised to suit the needs for the development of visuospatial reasoning skills in this subject. Our methodology involved the extraction of nine cognitive descriptors from the relevant literature dealing with the van Hiele model. We explain how these descriptors align with Engineering Graphics and Design reasoning requirements. The proposed model offers both diagnostic capabilities for assessing student reasoning levels and instructional guidance for systematic skill development. It is recommended that empirical studies be conducted to test the usability of this repurposed model both in teaching and in the evaluation of the levels of reasoning in assessments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493867 |
| Database: | ERIC |
| Abstract: | Engineering Graphics and Design is a South African school subject which is foundational to fields such as mechanical, electrical, and civil engineering. However, persistent shortcomings in this subject's instruction have been documented in the South African National Senior Certificate examiners' reports over the past decade. These issues stem primarily from ineffective instructional strategies and a lack of structured reasoning development. These methodological deficiencies may influence the development of learners' visuospatial reasoning skills and conceptual understanding. The situation is exacerbated by the fact that no model for developing such conceptual understanding and reasoning currently exists in the Engineering Graphics and Design field. The need for such a model prompted our search for a suitable model for the structured development of visuospatial reasoning skills, culminating in this conceptual paper. We address the gap by demonstrating how the van Hiele model of geometric reasoning can be particularised to suit the needs for the development of visuospatial reasoning skills in this subject. Our methodology involved the extraction of nine cognitive descriptors from the relevant literature dealing with the van Hiele model. We explain how these descriptors align with Engineering Graphics and Design reasoning requirements. The proposed model offers both diagnostic capabilities for assessing student reasoning levels and instructional guidance for systematic skill development. It is recommended that empirical studies be conducted to test the usability of this repurposed model both in teaching and in the evaluation of the levels of reasoning in assessments. |
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| ISSN: | 1360-1431 2040-8633 |
