Branoff, T. J., & Devine, K. L. (2015, June), Engineering Design Graphics Instruction Through a Lens of Cultural–Historical Learning Theory  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23957

\bibitem{asee_peer_23957}
  Branoff, T. J., \& Devine, K. L. (2015, June), \emph{Engineering Design Graphics Instruction Through a Lens of Cultural–Historical Learning Theory}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23957

Theodore J. Branoff and Kevin L Devine.  "Engineering Design Graphics Instruction Through a Lens of Cultural–Historical Learning Theory".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23957 Internet.  01 May, 2024

\bibitem{asee_peer_23957}
  Theodore J. Branoff and Kevin L Devine.
  "Engineering Design Graphics Instruction Through a Lens of Cultural–Historical Learning Theory".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23957 Internet.  01 May, 2024

@INPROCEEDINGS{asee_peer_23957
author = "Theodore J. Branoff and Kevin L Devine"
title = "Engineering Design Graphics Instruction Through a Lens of Cultural–Historical Learning Theory"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23957}
number = {10.18260/p.23957}
}

TY  - CPAPER
AB  - Engineering Design Graphics Instruction Through a Lens of Cultural-Historical Learning TheoryExpert engineering design graphics educators have mastered a complex network of symbols andcognitive tools. Their expertise has been developed by gaining rich experience working withcommunities of educators, industry professionals, and students. Examining specific learningexamples through a lens of cultural-historical learning theory provides a method ofunderstanding the “ways of knowing” within this field. The specific signs and symbols ofengineering design graphics are considered psychological tools which are used in daily activitiesto direct the mind and change the process of thinking. Experienced educators know theappropriate times to introduce these signs and symbols when students would not spontaneouslydiscover them on their own. They help students learn the languages of graphics by recognizingemerging abilities and using questioning strategies and other techniques to move a student fromtheir actual development to their potential development. This scaffolding technique isrecommended within collaborative, culturally meaningful, problem-solving environments. Thispaper will outline the signs and tools prevalent in engineering design graphics, explainengineering design graphics instruction within the context of cultural-historical learning theory,and describe specific learning examples within this theory.
AU  - Theodore J. Branoff
AU  - Kevin L Devine
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Engineering Design Graphics Instruction Through a Lens of Cultural–Historical Learning Theory
UR  - https://peer.asee.org/23957
DO  - 10.18260/p.23957
ER  -