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A mixed-methods study examined spatial visualisation abilities and misconceptions of first-year engineering graphics and design (EGD) pre-service teachers using a ten-task freehand isometric drawing assessment. Quantitative task scores were analysed in SPSS, while responses were coded and thematically analysed with NVivo. Results show 70% scored below the 50% pass threshold, revealing deficits in spatial reasoning, misinterpretation of principles, limited attention to detail and precision, and time management issues, supporting scaffolding and technology-enhanced pedagogies.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-first-year-pre-service-teachers-conceptual-understanding-of-isometric-drawing-in-engineering-graphics-and-design/664921/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-first-year-pre-service-teachers-conceptual-understanding-of-isometric-drawing-in-engineering-graphics-and-design/664921.png","ImageObject",300,407,{"name":92,"@type":93},"Levi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29",true,{"@type":101,"interactionType":102,"userInteractionCount":14},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What challenges do first-year pre-service teachers face with isometric drawing?","Question",{"text":111,"@type":112},"The study links difficulties to spatial visualisation demands and problems transforming 2D views into 3D mental models. It also identifies misconceptions about isometric principles, insufficient attention to detail and precision, and time management issues.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How was students’ conceptual understanding of isometric drawing assessed?",{"text":116,"@type":112},"Forty first-year EGD pre-service teachers completed a comprehensive freehand isometric drawing assessment with ten tasks of varying complexity. Task scores were analysed quantitatively, and responses were coded and analysed qualitatively.",{"name":118,"@type":109,"acceptedAnswer":119},"What frameworks guided the study?",{"text":120,"@type":112},"The study was guided by self-directed learning (SDL) and spatial cognition theory, which helped interpret both abilities and misconceptions revealed in the assessment results.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},664921,1793279232,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Research Article  \nAUTHOR:  \nPhilani Brian Mlambo   \nSchool of Education, Durban University of Technology  Pietermaritzburg, South Africa  \nAsheena Singh-Pillay2   \nScience and Technology, University of KwaZulu Natal  Pinetown, South Africa  \ne-ISSN 2519-593X Perspectives in Education 2026 44(3): 218-236  \nPUBLISHED: Winter 2026  \nRECEIVED:  \n19 March 2025 ACCEPTED:  \n26 October 2025  \nPublished by the UFS [http://journals.ufs.ac.za/index.php/pie](http://journals.ufs.ac.za/index.php/pie)[ ](http://journals.ufs.ac.za/index.php/pie)© Authors  \nExploring first-year pre-service teachers’conceptual understanding of isometric drawing in engineering graphics and design  \nAbstract  \nThe persistent challenges in teaching and learning isometric drawing stem from the complex demands of spatial visualisation and the difficulty in transforming two-dimensional (2D) representations into three-dimensional (3D) mental models. These challenges have raised concerns across educational and professional spheres, prompting the need for in-depth research and innovative solutions. This mixed-methods study explored the spatial visualisation abilities and misconceptions that first-year engineering graphics and design (EGD) pre-service teachers demonstrate when applying isometric projection principles. Forty first-year EGD pre-service teachers were purposively sampled and subjected to a comprehensive freehand isometric drawing assessment comprising ten tasks of varying complexity to assess their conceptual understanding and application of isometric projection principles. The quantitative data (task scores) were analysed using the Statistical Package for Social Sciences (SPSS) to determine the mean and standard deviation. Pre-service teachers’ responses were coded and managed using NVivo to generate frequent keywords, which were then transformed into themes that guided the qualitative analysis. This study was guided by two complementary frameworks: self-directed learning (SDL) and spatial cognition theory. The findings revealed that most pre-service teachers (70%, N = 28) had significant difficulties with isometric drawing, scoring below the 50% pass threshold. The qualitative analysis identified four key challenge areas: spatial reasoning deficits, misinterpretation of isometric drawing principles, a lack of attention to detail and precision, and time management issues that affect task completion. These challenges can be attributed to inadequate spatial visualisation abilities, limited prior exposure to advanced drawing conventions, and gaps in understanding fundamental principles of isometric projection. The findings underscore the need for scaffolding interventions and technology-enhanced pedagogies to develop pre-service teachers’spatial-visual competencies in isometric drawing.  \nKeywords: isometric drawing, spatial visualisation, scaffolding, self-directed learning, engineering graphics and design  \n2026 44(3): 218-236  \n218  \n [https://doi.org/10.38140/pie.v44i3.9247](https://doi.org/10.38140/pie.v44i3.9247)  \nMlambo & Singh-Pillay2 Exploring first-year pre-service teachers’ conceptual understanding  \n1. Introduction  \nEngineering graphics and design (EGD) serves as a cornerstone in technical education, providing a gateway to various engineering fields. Within EGD, isometric drawing emerges as a critical competency, bridging the gap between two-dimensional (2D) representations and three-dimensional (3D) visualisations. Isometric drawing is a fundamental skill in engineering, as it entails converting a 2D orthographic drawing with two axes (x, y) into a 3D drawing using horizontal and vertical lines, with the angles between the coordinate axes (x, y, and z) of the coordinate plane equal to 120 degrees. This process requires students to encode information from 2D views by identifying relationships between different parts of the object, integrating retrieved information with their existing knowledge, and synthesising it to construct a 3D mental repres","cbCaiuPoKBAFBSH8","https://ap.wps.com/l/cbCaiuPoKBAFBSH8","pdf",516290,"English","# Introduction\n## Engineering graphics and design as a foundation\n## Isometric drawing as a core competency\n## Challenges in teaching and learning isometric drawing\n## Skills shortages and prior schooling gaps\n## Teacher pedagogical content knowledge and implications\n## Transition from 2D to 3D representations and learner skill development","[{\"question\":\"What challenges do first-year pre-service teachers face with isometric drawing?\",\"answer\":\"The study links difficulties to spatial visualisation demands and problems transforming 2D views into 3D mental models. It also identifies misconceptions about isometric principles, insufficient attention to detail and precision, and time management issues.\"},{\"question\":\"How was students’ conceptual understanding of isometric drawing assessed?\",\"answer\":\"Forty first-year EGD pre-service teachers completed a comprehensive freehand isometric drawing assessment with ten tasks of varying complexity. Task scores were analysed quantitatively, and responses were coded and analysed qualitatively.\"},{\"question\":\"What frameworks guided the study?\",\"answer\":\"The study was guided by self-directed learning (SDL) and spatial cognition theory, which helped interpret both abilities and misconceptions revealed in the assessment results.\"}]","Exploring first-year pre-service teachers’ conceptual understanding of isometric drawing in engineering graphics and design | PDF",48]