Case study: Effectiveness of a sketch learning model for engineering students
Abstract The sketch is one of the most important tools for industrial designers to solve problems and is actively utilized early in the process of developing ideas. In the engineering field, sketches are generally used as an important means of visualizing when designing structures and systems, but t...
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Gespeichert in:
| Autor*in: |
Jeong, Seongwon [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2019 |
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| Schlagwörter: |
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| Anmerkung: |
© KSME & Springer 2019 |
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| Übergeordnetes Werk: |
Enthalten in: Journal of mechanical science and technology - Berlin : Springer, 2005, 33(2019), 12 vom: Dez., Seite 5721-5730 |
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| Übergeordnetes Werk: |
volume:33 ; year:2019 ; number:12 ; month:12 ; pages:5721-5730 |
| Links: |
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| DOI / URN: |
10.1007/s12206-019-1115-2 |
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| 520 | |a Abstract The sketch is one of the most important tools for industrial designers to solve problems and is actively utilized early in the process of developing ideas. In the engineering field, sketches are generally used as an important means of visualizing when designing structures and systems, but there is no systematic sketch education process for students of engineering, except during CAD classes. However, current engineering undergraduate students greatly need sketch education but lack confidence in their sketching abilities and lack opportunities for actual education as well. In this study, we conducted a four-week sketch education course after establishing a detailed sketch training curriculum for engineering students. The sketch training course consists of eight stages, in steps of 1 to 8, and includes the concepts of straight lines, curves, projection views, perspective, the adding and subtracting of three-dimensional objects, emphasis, and synthetic exercises. Four weeks of sketching classes were held for engineering undergraduate students. After these classes, the sketching abilities of the students were compared and various opinions about the sketch education were gathered. An expert evaluation shows that first- and second-year undergraduates who received the sketch education improved their sketching abilities more than those who did not receive the sketch education, with the former group showing increased confidence in sketching after the education. This study shows the process and the result of a field study of a sketch education course for these students of engineering. We expect that engineering students will be able to communicate with each other more effectively using their sketches. Furthermore, we hope they expand their thinking more freely with their sketches from the idea-development stage. | ||
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10.1007/s12206-019-1115-2 doi (DE-627)SPR025342266 (SPR)s12206-019-1115-2-e DE-627 ger DE-627 rakwb eng Jeong, Seongwon verfasserin aut Case study: Effectiveness of a sketch learning model for engineering students 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © KSME & Springer 2019 Abstract The sketch is one of the most important tools for industrial designers to solve problems and is actively utilized early in the process of developing ideas. In the engineering field, sketches are generally used as an important means of visualizing when designing structures and systems, but there is no systematic sketch education process for students of engineering, except during CAD classes. However, current engineering undergraduate students greatly need sketch education but lack confidence in their sketching abilities and lack opportunities for actual education as well. In this study, we conducted a four-week sketch education course after establishing a detailed sketch training curriculum for engineering students. The sketch training course consists of eight stages, in steps of 1 to 8, and includes the concepts of straight lines, curves, projection views, perspective, the adding and subtracting of three-dimensional objects, emphasis, and synthetic exercises. Four weeks of sketching classes were held for engineering undergraduate students. After these classes, the sketching abilities of the students were compared and various opinions about the sketch education were gathered. An expert evaluation shows that first- and second-year undergraduates who received the sketch education improved their sketching abilities more than those who did not receive the sketch education, with the former group showing increased confidence in sketching after the education. This study shows the process and the result of a field study of a sketch education course for these students of engineering. We expect that engineering students will be able to communicate with each other more effectively using their sketches. Furthermore, we hope they expand their thinking more freely with their sketches from the idea-development stage. Sketch (dpeaa)DE-He213 Sketch education (dpeaa)DE-He213 Engineering students (dpeaa)DE-He213 Learning model (dpeaa)DE-He213 Enthalten in Journal of mechanical science and technology Berlin : Springer, 2005 33(2019), 12 vom: Dez., Seite 5721-5730 (DE-627)58714016X (DE-600)2467571-4 1976-3824 nnns volume:33 year:2019 number:12 month:12 pages:5721-5730 https://dx.doi.org/10.1007/s12206-019-1115-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 33 2019 12 12 5721-5730 |
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10.1007/s12206-019-1115-2 doi (DE-627)SPR025342266 (SPR)s12206-019-1115-2-e DE-627 ger DE-627 rakwb eng Jeong, Seongwon verfasserin aut Case study: Effectiveness of a sketch learning model for engineering students 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © KSME & Springer 2019 Abstract The sketch is one of the most important tools for industrial designers to solve problems and is actively utilized early in the process of developing ideas. In the engineering field, sketches are generally used as an important means of visualizing when designing structures and systems, but there is no systematic sketch education process for students of engineering, except during CAD classes. However, current engineering undergraduate students greatly need sketch education but lack confidence in their sketching abilities and lack opportunities for actual education as well. In this study, we conducted a four-week sketch education course after establishing a detailed sketch training curriculum for engineering students. The sketch training course consists of eight stages, in steps of 1 to 8, and includes the concepts of straight lines, curves, projection views, perspective, the adding and subtracting of three-dimensional objects, emphasis, and synthetic exercises. Four weeks of sketching classes were held for engineering undergraduate students. After these classes, the sketching abilities of the students were compared and various opinions about the sketch education were gathered. An expert evaluation shows that first- and second-year undergraduates who received the sketch education improved their sketching abilities more than those who did not receive the sketch education, with the former group showing increased confidence in sketching after the education. This study shows the process and the result of a field study of a sketch education course for these students of engineering. We expect that engineering students will be able to communicate with each other more effectively using their sketches. Furthermore, we hope they expand their thinking more freely with their sketches from the idea-development stage. Sketch (dpeaa)DE-He213 Sketch education (dpeaa)DE-He213 Engineering students (dpeaa)DE-He213 Learning model (dpeaa)DE-He213 Enthalten in Journal of mechanical science and technology Berlin : Springer, 2005 33(2019), 12 vom: Dez., Seite 5721-5730 (DE-627)58714016X (DE-600)2467571-4 1976-3824 nnns volume:33 year:2019 number:12 month:12 pages:5721-5730 https://dx.doi.org/10.1007/s12206-019-1115-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 33 2019 12 12 5721-5730 |
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10.1007/s12206-019-1115-2 doi (DE-627)SPR025342266 (SPR)s12206-019-1115-2-e DE-627 ger DE-627 rakwb eng Jeong, Seongwon verfasserin aut Case study: Effectiveness of a sketch learning model for engineering students 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © KSME & Springer 2019 Abstract The sketch is one of the most important tools for industrial designers to solve problems and is actively utilized early in the process of developing ideas. In the engineering field, sketches are generally used as an important means of visualizing when designing structures and systems, but there is no systematic sketch education process for students of engineering, except during CAD classes. However, current engineering undergraduate students greatly need sketch education but lack confidence in their sketching abilities and lack opportunities for actual education as well. In this study, we conducted a four-week sketch education course after establishing a detailed sketch training curriculum for engineering students. The sketch training course consists of eight stages, in steps of 1 to 8, and includes the concepts of straight lines, curves, projection views, perspective, the adding and subtracting of three-dimensional objects, emphasis, and synthetic exercises. Four weeks of sketching classes were held for engineering undergraduate students. After these classes, the sketching abilities of the students were compared and various opinions about the sketch education were gathered. An expert evaluation shows that first- and second-year undergraduates who received the sketch education improved their sketching abilities more than those who did not receive the sketch education, with the former group showing increased confidence in sketching after the education. This study shows the process and the result of a field study of a sketch education course for these students of engineering. We expect that engineering students will be able to communicate with each other more effectively using their sketches. Furthermore, we hope they expand their thinking more freely with their sketches from the idea-development stage. Sketch (dpeaa)DE-He213 Sketch education (dpeaa)DE-He213 Engineering students (dpeaa)DE-He213 Learning model (dpeaa)DE-He213 Enthalten in Journal of mechanical science and technology Berlin : Springer, 2005 33(2019), 12 vom: Dez., Seite 5721-5730 (DE-627)58714016X (DE-600)2467571-4 1976-3824 nnns volume:33 year:2019 number:12 month:12 pages:5721-5730 https://dx.doi.org/10.1007/s12206-019-1115-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 33 2019 12 12 5721-5730 |
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10.1007/s12206-019-1115-2 doi (DE-627)SPR025342266 (SPR)s12206-019-1115-2-e DE-627 ger DE-627 rakwb eng Jeong, Seongwon verfasserin aut Case study: Effectiveness of a sketch learning model for engineering students 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © KSME & Springer 2019 Abstract The sketch is one of the most important tools for industrial designers to solve problems and is actively utilized early in the process of developing ideas. In the engineering field, sketches are generally used as an important means of visualizing when designing structures and systems, but there is no systematic sketch education process for students of engineering, except during CAD classes. However, current engineering undergraduate students greatly need sketch education but lack confidence in their sketching abilities and lack opportunities for actual education as well. In this study, we conducted a four-week sketch education course after establishing a detailed sketch training curriculum for engineering students. The sketch training course consists of eight stages, in steps of 1 to 8, and includes the concepts of straight lines, curves, projection views, perspective, the adding and subtracting of three-dimensional objects, emphasis, and synthetic exercises. Four weeks of sketching classes were held for engineering undergraduate students. After these classes, the sketching abilities of the students were compared and various opinions about the sketch education were gathered. An expert evaluation shows that first- and second-year undergraduates who received the sketch education improved their sketching abilities more than those who did not receive the sketch education, with the former group showing increased confidence in sketching after the education. This study shows the process and the result of a field study of a sketch education course for these students of engineering. We expect that engineering students will be able to communicate with each other more effectively using their sketches. Furthermore, we hope they expand their thinking more freely with their sketches from the idea-development stage. Sketch (dpeaa)DE-He213 Sketch education (dpeaa)DE-He213 Engineering students (dpeaa)DE-He213 Learning model (dpeaa)DE-He213 Enthalten in Journal of mechanical science and technology Berlin : Springer, 2005 33(2019), 12 vom: Dez., Seite 5721-5730 (DE-627)58714016X (DE-600)2467571-4 1976-3824 nnns volume:33 year:2019 number:12 month:12 pages:5721-5730 https://dx.doi.org/10.1007/s12206-019-1115-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 33 2019 12 12 5721-5730 |
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10.1007/s12206-019-1115-2 doi (DE-627)SPR025342266 (SPR)s12206-019-1115-2-e DE-627 ger DE-627 rakwb eng Jeong, Seongwon verfasserin aut Case study: Effectiveness of a sketch learning model for engineering students 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © KSME & Springer 2019 Abstract The sketch is one of the most important tools for industrial designers to solve problems and is actively utilized early in the process of developing ideas. In the engineering field, sketches are generally used as an important means of visualizing when designing structures and systems, but there is no systematic sketch education process for students of engineering, except during CAD classes. However, current engineering undergraduate students greatly need sketch education but lack confidence in their sketching abilities and lack opportunities for actual education as well. In this study, we conducted a four-week sketch education course after establishing a detailed sketch training curriculum for engineering students. The sketch training course consists of eight stages, in steps of 1 to 8, and includes the concepts of straight lines, curves, projection views, perspective, the adding and subtracting of three-dimensional objects, emphasis, and synthetic exercises. Four weeks of sketching classes were held for engineering undergraduate students. After these classes, the sketching abilities of the students were compared and various opinions about the sketch education were gathered. An expert evaluation shows that first- and second-year undergraduates who received the sketch education improved their sketching abilities more than those who did not receive the sketch education, with the former group showing increased confidence in sketching after the education. This study shows the process and the result of a field study of a sketch education course for these students of engineering. We expect that engineering students will be able to communicate with each other more effectively using their sketches. Furthermore, we hope they expand their thinking more freely with their sketches from the idea-development stage. Sketch (dpeaa)DE-He213 Sketch education (dpeaa)DE-He213 Engineering students (dpeaa)DE-He213 Learning model (dpeaa)DE-He213 Enthalten in Journal of mechanical science and technology Berlin : Springer, 2005 33(2019), 12 vom: Dez., Seite 5721-5730 (DE-627)58714016X (DE-600)2467571-4 1976-3824 nnns volume:33 year:2019 number:12 month:12 pages:5721-5730 https://dx.doi.org/10.1007/s12206-019-1115-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 33 2019 12 12 5721-5730 |
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case study: effectiveness of a sketch learning model for engineering students |
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Case study: Effectiveness of a sketch learning model for engineering students |
| abstract |
Abstract The sketch is one of the most important tools for industrial designers to solve problems and is actively utilized early in the process of developing ideas. In the engineering field, sketches are generally used as an important means of visualizing when designing structures and systems, but there is no systematic sketch education process for students of engineering, except during CAD classes. However, current engineering undergraduate students greatly need sketch education but lack confidence in their sketching abilities and lack opportunities for actual education as well. In this study, we conducted a four-week sketch education course after establishing a detailed sketch training curriculum for engineering students. The sketch training course consists of eight stages, in steps of 1 to 8, and includes the concepts of straight lines, curves, projection views, perspective, the adding and subtracting of three-dimensional objects, emphasis, and synthetic exercises. Four weeks of sketching classes were held for engineering undergraduate students. After these classes, the sketching abilities of the students were compared and various opinions about the sketch education were gathered. An expert evaluation shows that first- and second-year undergraduates who received the sketch education improved their sketching abilities more than those who did not receive the sketch education, with the former group showing increased confidence in sketching after the education. This study shows the process and the result of a field study of a sketch education course for these students of engineering. We expect that engineering students will be able to communicate with each other more effectively using their sketches. Furthermore, we hope they expand their thinking more freely with their sketches from the idea-development stage. © KSME & Springer 2019 |
| abstractGer |
Abstract The sketch is one of the most important tools for industrial designers to solve problems and is actively utilized early in the process of developing ideas. In the engineering field, sketches are generally used as an important means of visualizing when designing structures and systems, but there is no systematic sketch education process for students of engineering, except during CAD classes. However, current engineering undergraduate students greatly need sketch education but lack confidence in their sketching abilities and lack opportunities for actual education as well. In this study, we conducted a four-week sketch education course after establishing a detailed sketch training curriculum for engineering students. The sketch training course consists of eight stages, in steps of 1 to 8, and includes the concepts of straight lines, curves, projection views, perspective, the adding and subtracting of three-dimensional objects, emphasis, and synthetic exercises. Four weeks of sketching classes were held for engineering undergraduate students. After these classes, the sketching abilities of the students were compared and various opinions about the sketch education were gathered. An expert evaluation shows that first- and second-year undergraduates who received the sketch education improved their sketching abilities more than those who did not receive the sketch education, with the former group showing increased confidence in sketching after the education. This study shows the process and the result of a field study of a sketch education course for these students of engineering. We expect that engineering students will be able to communicate with each other more effectively using their sketches. Furthermore, we hope they expand their thinking more freely with their sketches from the idea-development stage. © KSME & Springer 2019 |
| abstract_unstemmed |
Abstract The sketch is one of the most important tools for industrial designers to solve problems and is actively utilized early in the process of developing ideas. In the engineering field, sketches are generally used as an important means of visualizing when designing structures and systems, but there is no systematic sketch education process for students of engineering, except during CAD classes. However, current engineering undergraduate students greatly need sketch education but lack confidence in their sketching abilities and lack opportunities for actual education as well. In this study, we conducted a four-week sketch education course after establishing a detailed sketch training curriculum for engineering students. The sketch training course consists of eight stages, in steps of 1 to 8, and includes the concepts of straight lines, curves, projection views, perspective, the adding and subtracting of three-dimensional objects, emphasis, and synthetic exercises. Four weeks of sketching classes were held for engineering undergraduate students. After these classes, the sketching abilities of the students were compared and various opinions about the sketch education were gathered. An expert evaluation shows that first- and second-year undergraduates who received the sketch education improved their sketching abilities more than those who did not receive the sketch education, with the former group showing increased confidence in sketching after the education. This study shows the process and the result of a field study of a sketch education course for these students of engineering. We expect that engineering students will be able to communicate with each other more effectively using their sketches. Furthermore, we hope they expand their thinking more freely with their sketches from the idea-development stage. © KSME & Springer 2019 |
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Case study: Effectiveness of a sketch learning model for engineering students |
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