A repurposed geometric reasoning model for Engineering Graphics and Design: a conceptual paper

Abstract

Engineering Graphics and Design is a South African school subject which is foundational to fields such as mechanical, electrical, and civil engineering. However, persistent shortcomings in this subject’s instruction have been documented in the South African National Senior Certificate examiners' reports over the past decade. These issues stem primarily from ineffective instructional strategies and a lack of structured reasoning development. These methodological deficiencies may influence the development of learners’ visuospatial reasoning skills and conceptual understanding. The situation is exacerbated by the fact that no model for developing such conceptual understanding and reasoning currently exists in the Engineering Graphics and Design field. The need for such a model prompted our search for a suitable model for the structured development of visuospatial reasoning skills, culminating in this conceptual paper. We address the gap by demonstrating how the van Hiele model of geometric reasoning can be particularised to suit the needs for the development of visuospatial reasoning skills in this subject. Our methodology involved the extraction of nine cognitive descriptors from the relevant literature dealing with the van Hiele model. We explain how these descriptors align with Engineering Graphics and Design reasoning requirements. The proposed model offers both diagnostic capabilities for assessing student reasoning levels and instructional guidance for systematic skill development. It is recommended that empirical studies be conducted to test the usability of this repurposed model both in teaching and in the evaluation of the levels of reasoning in assessments