(2419) A TEACHING STRATEGY FOR SECTIONAL DRAWING CONCEPT: A CASE OF PRE-SERVICE TEACHERS IN A JOHANNESBURG UNIVERSITY, SOUTH AFRICA

摘要

Sectional drawing is a concept in Engineering Graphics and Design (EGD) subject that is aimed at revealing the hidden details in an object so as to expose what is on the inside. This requires a good line work usage and a spatial skill to figure out how an object looks like even when one do not have a physical object. This paper's main objective was to provide a teaching strategy for sectional drawing to the pre-service teachers in a final year of study at a University based in Johannesburg in South Africa. Purposive sampling was used to select 40 pre service teachers enrolled in the Bachelor of Education degree studying EGD. A total of twenty-five and fifteen male and female pre-service teachers took part in the study respectively. A mixed method approach was used to collect data from pre-service teachers. Qualitative data was collected using the Purdue Spatial Visualization Test of Rotations (PSVT: R), focus group interviews as well as classroom observation during pre-service teachers' Teaching Experience (TE) at schools. Close-ended questionnaires were also administered to pre- service teachers as part of the quantitative data and the statistical reliability test figure of 0.65 of items was determined using Cronbach's Alpha. The test was analyzed statistically comparing pre service teachers' performances and classroom observations were analyzed descriptively. Focus group interviews were first transcribed and patterns and quotes were transcribed verbatim. Results revealed that pre service teachers have poor spatial skills. It was also found that the pre-service teachers battle with the Rotations' section of the PSVT: R Test which then affects most of the concepts in EGD across the curriculum. Some of the recommendations are that pre-service teachers' levels of spatial skills need to be diagnosed on time and be addressed. Pre-service teachers need to make use of drawing models in order to make learning concrete. More Drawing exercises need to be given to pre-service teachers so as to help improve their line-work through constant practices. The study also proposes that assessment as well as proper feedback need to be administered to keep the pre-service teachers on par with the EGD sectional drawing requirements. The other recommendation is that pre service teachers need to have excellent Pedagogical Content Knowledge (PCK) for EGD.