June 22, 2008
June 22, 2008
June 25, 2008
Engineering Design Graphics
13.1203.1 - 13.1203.14
THE ATTITUDES AND OPINIONS OF STUDENTS TOWARD TECHNICAL GRAPHICS: PRELIMINARY SURVEY RESULTS
Abstract In the fall semester of 2007, students in introductory engineering graphics courses at North Carolina State University (NCSU) were given a survey to examine their attitudes and opinions concerning the usefulness of technical graphics in their personal and future professional life as well as the types of strategies they use when solving graphics problems. This survey will provide the Graphic Communications Program at NCSU with a snapshot of the ways in which their classes achieve and fail in their mission to teach graphic concepts, methodology, and an appreciation of the function of graphics in professional and personal day-to-day experiences. These courses attract a variety of majors, with engineering disciplines representing the majority. The survey was based on the Colorado Learning Attitudes about Science Survey (CLASS) and adapted for use in graphic communications. The preliminary analysis of the data will be presented in this paper along with some interpretation of the results.
Student interests and beliefs are integral components of curricular and instructional practices in engineering education. Inventorying student interests and beliefs assists in the creation of logical instructional clusters that are appealing to specific student groups1. A mounting body of research on adult learners suggests that increased learning gains can be attained when instruction is presented in an appealing manner and is designed with students’ learning styles in mind2. Engaging students' interests increases their motivation to learn and promotes deeper understandings of content3. Educators strive not only to increase student knowledge, but also to motivate students to gain an appreciation for what they are learning. If instruction motivates students then they are likely to value their educational endeavors and perhaps even seek like educational experiences in the future4.
Educational psychologists have conducted extensive research on student interest and motivation across disciplines5. One targeted group is students enrolled in introductory science courses at the postsecondary level. Student interests and beliefs associated with science has been an active area of research over the past decade6. One objective of postsecondary education is to convey information and skills of practical value to students. It is relatively easy to assess the imparting of knowledge, but what students believe, appreciate, value, and will be receptive to is not as easily assessable7. Recently, the Colorado Learning Attitudes about Science Survey (CLASS) has been used to measure student beliefs. Many of these studies utilizing the CLASS instrument relied on a study design using students enrolled in introductory physics and chemistry courses. The common use of the CLASS instrument is attributed to the many useful ways to analyze and use its data8.
Clark, A., & Ernst, J., & Scales, A. (2008, June), The Attitudes And Opinions Of Students Toward Technical Graphics: Preliminary Survey Results Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/3532
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