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|\n|  |  |  |  |  |\n\nVOLUME 4 NUMBER 1 – wiNtER 2014  \ninstructional Strategies to Promote Student Strategic thinking when Using Solidworks  \nROXANNE TOTO  \nTHOMAS COLLEDGE Pennsylvania State University State College, PA  \nDAVID FREDERICK  \nVulcan Spring and Manufacturing Company Telford, PA  \nAND  \nWIK HUNG PUNG Pennsylvania State University State College, PA  \nABStrACt  \nReflective of current trends in industry, engineering design professionals are expected to have knowledge of 3D modeling software. Responding to this need, engineering curricula seek to effectively prepare students for the workforce by requiring instruction in the use of 3D parametric solid modeling. Recent literature contains many examples that learning this type of software involves three types of knowledge: declarative command knowledge of the software, specific procedural command knowledge of the software, and most importantly for engineering design students, strategic knowledge of the software. Engineering design faculty, to be successful, should seek to implement teaching strategies and instructional practices that promote strategic thinking. However, current assessment of student success is often based on the inspection of the product of the modeling effort rather than the strategic thinking of the student during the construction process. This paper considers the impact of three instructional strategies on first year engineering design students’ strategic thinking when using a 3D parametric modeling software package. Findings appear to suggest that 1) expertly modeling the design construction process may improve student confidence related to using CAD software, but does not impact student ability or proficiency with the software; 2) object construction is more effective at supporting the development of declarative command knowledge related to CAD software than engaging with and completing software tutorials; 3) Engaging with and completing the software tutorials supports the development of procedural command knowledge  \nwinter 2014 1  \nadvances in engineering education  \ninstructional strategies to Promote student strategic thinking when using solidWorks  \nmore effectively than constructing a design object and; 4) constructing a design object supports the development of strategic use of the software more effectively than expertly guided modeled design processes.  \nKeywords: Design, 3D modeling, instructional strategies  \nintrODUCtiOn  \nThis investigation seeks to explore the impact of three different instructional strategies used to teach CAD software to first year engineering design students and the impact of these strategies on student understanding and mastery of the 3D parametric solid modeling package as evidenced by their ability to plan and create effective and efficient design concepts. Specifically, we wanted to know if variations in instructional strategies would impact 1) students’ ability to correctly identify the strategic steps needed to construct an assigned object, 2) how students plan and describe the strategic steps needed to construct an object, and 3) how efficiently and effectively students were able to execute the strategic steps needed to construct an object.  \nEngineers are problem solvers. As applied practitioners, they are charged with designing and developing solutions that take into account specific needs, constraints, and circumstances. As Mourtos [1] notes, “design is at the heart of engineering practice” and “many engineering experts consider design as being synonymous with engineering”. Simon [2] emphasizes this thought and argues that design has been identified as the distinguishing mark of the engineering profession. Dym [3] extends this idea to describe design as a representation, “of both the artifact being designed and … the process by which the design is complete.” This two fold process is detailed in the following excer","cbCaiq3mPVp9fQqU","https://ap.wps.com/l/cbCaiq3mPVp9fQqU","pdf",1375459,37,"English","# Instructional strategies to Promote student strategic thinking when using SolidWorks\n## Abstract\n## Introduction","[{\"question\":\"What problem does the paper address about teaching CAD software to first-year engineering design students?\",\"answer\":\"The paper examines how three instructional strategies affect students’ understanding and mastery of a 3D parametric solid modeling package, including how well students plan and execute strategic design steps.\"},{\"question\":\"Which knowledge types are emphasized for learning 3D parametric solid modeling software?\",\"answer\":\"The paper distinguishes declarative command knowledge, specific procedural command knowledge, and strategic knowledge, arguing that strategic knowledge is especially important for engineering design students.\"},{\"question\":\"How do the instructional strategies compare in terms of supporting students’ learning outcomes?\",\"answer\":\"The findings suggest that expertly modeling the construction process may improve CAD confidence but not proficiency, object construction supports declarative command knowledge more effectively, tutorials support procedural command knowledge, and constructing a design object supports strategic software use more effectively than expertly guided processes.\"}]","Advances in Engineering Education - Volume 4 - Instructional Strategies to Promote Student Strategic Thinking When Using SolidWorks | PDF",1792065646,93]