Active Learning, Improvement of Spatial Abilities and Understanding of Technical Drawing in the Graphic Expression Course

Abstract

Over years of experience in the teaching of Graphic Expression in Engineering, a number of difficulties have been observed. These difficulties pertain to the homogenous participation of students in practical classes, and also to difficulties encountered in achieving a three-dimensional understanding of exercises proposed in a two-dimensional format. The utilization of 3D-PDF methodologies, special awareness, and three-dimensional applications has obtained satisfactory results in a variety of cases. For this reason, the following text presents examples of teaching experience in the utilization of an active learning methodology which was applied in the 2018–2019 academic year. This methodology was based upon the execution of supervised practical work which was supported by the use of three-dimensional tools and Information Computer Technology (ICT). The practical work in question was part of a Graphic Expression course within the degree of Electronics and Automatics at the University of Zaragoza. Importantly, the combination of three-dimensional tools and ICT served as a vertebral axis for the project. The following text describes the teaching methods used and the results obtained in one of the tests from the 2018–19 academic year. These results are then compared with previous years in order to examine the various roles played out within the process and ultimately to open up a debate through which to improve it.