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Assessing Mechanical Engineering Undergraduates’ Conceptual Knowledge in Three Dimensional Computer Aided Design (3D CAD)

Assessing Mechanical Engineering Undergraduates’ Conceptual Knowledge in Three Dimensional Computer Aided Design (3D CAD)

Mohd Fadzil Daud, Jamaluddin Mohd Taib, Rio Sumarni Shariffudin
Copyright: © 2012 |Pages: 14
ISBN13: 9781466618091|ISBN10: 1466618094|EISBN13: 9781466618107
DOI: 10.4018/978-1-4666-1809-1.ch017
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MLA

Daud, Mohd Fadzil, et al. "Assessing Mechanical Engineering Undergraduates’ Conceptual Knowledge in Three Dimensional Computer Aided Design (3D CAD)." Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices, edited by Khairiyah Mohd Yusof, et al., IGI Global, 2012, pp. 350-363. https://doi.org/10.4018/978-1-4666-1809-1.ch017

APA

Daud, M. F., Taib, J. M., & Shariffudin, R. S. (2012). Assessing Mechanical Engineering Undergraduates’ Conceptual Knowledge in Three Dimensional Computer Aided Design (3D CAD). In K. Yusof, N. Azli, A. Kosnin, S. Yusof, & Y. Yusof (Eds.), Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices (pp. 350-363). IGI Global. https://doi.org/10.4018/978-1-4666-1809-1.ch017

Chicago

Daud, Mohd Fadzil, Jamaluddin Mohd Taib, and Rio Sumarni Shariffudin. "Assessing Mechanical Engineering Undergraduates’ Conceptual Knowledge in Three Dimensional Computer Aided Design (3D CAD)." In Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices, edited by Khairiyah Mohd Yusof, et al., 350-363. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-1809-1.ch017

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Abstract

Research on the relation between conceptual and procedural knowledge has shown that fusing them enhances understanding of domain knowledge. Various methods have been developed to assess undergraduates’ conceptual understanding of a particular domain. Nevertheless, in the teaching and learning of Computer Aided Design (CAD) in higher education, students were not assessed on their conceptual understanding on the utilization of the software. The assessments of outcome were based on procedural or command knowledge rather than the conceptual understanding, which is usually associated with a particular subject matter. In addition, both types of knowledge are emphasized within the context of achieving outcomes of domain related subject matter such as Machine Design or Technical Drawing. Some students might not be aware that there are concepts underlying the procedure they are using. As such, students’ conceptual knowledge in Three Dimensional Computer Aided Design (3D CAD) is as important as their procedural knowledge. The question now arises as to whether the students acquire adequate conceptual knowledge through a formal or informal learning process in higher institution before they are employed by manufacturing industries. This chapter briefly discusses the concept of developing 3D CAD model. Then, categories of the essential concepts in the development of the model are presented. Implementation of Concept Map to assess students’ conceptual understanding on 3D modeling technique will be addressed.

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