June 26, 2011
June 26, 2011
June 29, 2011
22.823.1 - 22.823.12
Implementing Physical Model Building Projects to Improve Spatial Reasoning Ability Among Freshmen Architectural Engineering and Construction Management StudentsTo design, architecture and engineering students need spatial reasoning ability to visualize andmanipulate two-dimensional and three-dimensional objects. At our institution, architecturalengineering and construction management students collectively attend Graphics I (manualdrafting) and Materials and Methods of Construction I courses in their freshmen year. Otherthan the incorporation of a field trip to a construction site, a soil sieve test lab, and provision ofmaterial samples and construction videos in the classroom, both of these courses are heavilydependent on two and three-dimensional graphics to depict how buildings are drafted andassembled. Physical model building is not part of the current curriculum for either of these twocourses. This study provides quantitative results from a spatial reasoning ability test andqualitative results from student surveys given to four separate sections of freshmen – Graphics Itest and control groups and Materials and Methods of Construction I test and control groups.The test group in each course had built a simple physical model as part of their course prior tothe spatial test and survey, while the control group in each course had not produced a physicalmodel as part of their course. The implication of these findings is for faculty to use physicalmodel building as a tool to improve students’ spatial reasoning ability.
LoPiccolo, O. S. (2011, June), Implementing Student-Built Physical Models: Advanced Framing and 3" Cube to Improve Spatial Reasoning Ability Among Freshmen Architectural Engineering and Construction Management Students Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18104
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