Design-based learning supported by empirical-concrete learning objects in descriptive geometry

Abstract

Undergraduate programs in Engineering, Architecture, and Design offer courses on Descriptive Geometry and Technical Drawing at early stages, to provide students with basic knowledge to deal with subjects related to representation throughout their careers. However, first and second-year students face some problems, as they have small (or none) experience with orthographic views and need to learn this form of communication at the same time they are learning it. A way to diminish the level of abstraction of those courses is to engage the students in meaningful activities and hands-on experiences, providing them with empirical-concrete resources, so they can manipulate and analyse tangible objects, instead of devising abstract elements. This paper proposes a way to ease the transition from 3D objects to 2D views, leveraging the spatial abilities and reasoning of the students, using constructive blocks through a design-based learning approach. The blocks are provided at the beginning of the course and serve as support for the classroom activities.