3D-CAD: Modern Technology - Outdated Pedagogy?

Abstract

3D-CAD has now become an integral part of Technology Education in Schools. It will be argued in this paper that the current pedagogy associated with the teaching of 3D-CAD (Three-dimensional Computer Aided Design) is outdated and inappropriate for the purposes for which 3D-CAD is now employed in Technology Education. That is, 3D-CAD is now viewed as a tool to be utilised in the development of design solutions rather than merely in the process of constructing working drawings for the creation of design solutions. This means that CAD models need to be produced in a manner that enables future design changes and iterations to occur without affecting the integrity of the model. This paper will discuss a reconceptualisation of the knowledge association with 3D-CAD and the subsequent effect this may have on the teaching strategies employed in the teaching of 3D-CAD in schools. Further it will propose pedagogical strategies, based on successful research, that have been found to improve the ability of novice learners to produce 3D-CAD models that remain robust following design changes.