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Viste: Visualization For Technology Education, An Outreach Program For Engineering Graphics Education

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Visualization and Computer Graphics

Page Count

10

Page Numbers

9.1406.1 - 9.1406.10

Permanent URL

https://peer.asee.org/13967

Download Count

28

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Paper Authors

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Julie Petlick

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Miriam Ferzli

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Eric Wiebe

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Aaron Clark

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3138

VisTE: Visualization for Technology Education; An Outreach Program for Engineering Graphics Education

Eric N. Wiebe, Aaron C. Clark, Julie Petlick and Miriam Ferzli NC State University, Raleigh, NC

Abstract Visualization in Technology Education (VisTE) is a standards-based initiative designed to promote the use of graphic visualization tools among students in grades 8-12. By using simple and complex visualization tools, students can conduct research, analyze phenomena, problem solve and communicate major topics identified in the Standards for Technology Literacy (STL) as well as topics aligned with national science and mathematics standards. Therefore, in the future, students will come into engineering and technology programs at the post secondary level already having these basic visual skill. This paper will discuss this new national project and how its approach to technogical and visual literacy can impact instructional approaches to engineering design graphics at the secondary and post-secondary levels.

Introduction The NSF VisTE (Visualization in Technology Education) Project is designed to promote the use of higher order thinking and communication skills and the understanding of technology, mathematics, and science through the use of graphic visualization tools. High school students using simple and complex visualization tools, conduct research, analyze, and solve problems around a range of technology and science topics. The twelve units being developed reflect the newly developed Standards for Technological Literacy (STL). 1 These standards, developed in conjunction with the National Science Foundation and NASA have as their goal to provide a framework for improving technological literacy in grades K through 12 and, therefore, provide better prepared students for post-secondary engineering and technology programs. Developed in partnership with North Carolina State University, the Southern Regional Education Board (SREB), and the North Carolina Department of Education, these units are being piloted in SREB “High Schools That Work” sites 2 that were selected to provide a diverse population for evaluation. The project’s processes and outcomes are being assessed by RTI International.

For a variety of reasons, powerful graphic tools outside of mechanical and architectural CAD are not commonly employed in the technology education classroom. To address this need, the VisTE Project has designed units that direct students toward developing data driven and conceptually driven graphic models directly related to technology. Data driven models (even simple ones like graphs and charts) can help elucidate relationships not easily seen from raw numbers or written reports. Data driven models also argue for and enforce the use of mathematics and scientific data upon which most technology is founded. Conceptual graphic models (such as the flow of fluids across a foil, visualization of scientific and technological phenomena, artifacts or structure)

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition. Copyright 2004, American Society for Engineering Education

Petlick, J., & Ferzli, M., & Wiebe, E., & Clark, A. (2004, June), Viste: Visualization For Technology Education, An Outreach Program For Engineering Graphics Education Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13967

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