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Conducted with 40 first-year EGD pre-service teachers, the study uses focus groups and six-step thematic analysis. Findings indicate accurate understanding through translating orthographic views into three-dimensional figures, with the box method supporting learners, especially those with weaker spatial visualization skills. 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This enquiry was necessitated by the persistence of poor performance in ID, which constitutes a significant portion of engineering graphics and design (EGD) grade 12 examination paper two. This study was conducted to examine pre-service teachers’ understanding of ID, challenges experienced in conceptualizing ID, and the strategies they employ when engaging in ID. This may alleviate poor performance and enhance how pre-service teachers conceptualize ID. With constructivist learning theory by Vygotsky underpinning this study, 40 EGD first-year pre-service teachers were purposively selected to participate in this study. Data was collected through focus group interviews and analyzed using the six-step thematic analysis by Braun and Clarke (2006) to identify patterns and trends in pre-service teachers’ responses. The findings suggest that pre-service teachers possess a sound conceptual understanding that ID involves translating two-dimensional orthographic views into a three-dimensional figure. The findings further revealed that pre-service teachers favor the box method, which provides a geometric framework for students to work more effectively, especially those with developing spatial visualization skills. The emerging findings underscore the need for scaffolding approaches such as the box method to be employed, as it demonstrated efficacy for students with lower baseline spatial abilities.  \nKeywords: isometric drawing, box method, pre-service teachers, scaffolding, spatial visualization, technology-enhanced learning  \nINTRODUCTION  \nEngineering graphics and design (EGD) is a technical subject introduced in the further education and training band (i.e., grade 10-grade 12) . EGD uses graphical illustrations as the primary method of communication, a gateway subject to engineering fields. The main topics covered in EGD include general drawing principles for all technological drawings, free-hand drawing, first-and third-angle orthographic projects, descriptive and solid geometry, mechanical working drawing, civil working drawing, isometric drawing (ID), perspective drawing, electrical diagrams, interpenetrations and developments, loci of helixes, cams and mechanisms, design process and computer-aided drawing or design (CAD) (Department of Basic Education, 2011) .  \nThe importance of EGD in engineering education cannot be overstated. However, there are significant challenges in this field. The skills shortages in the engineering sector and the poor performance of firstyear engineering students have been linked to deficiencies in the schooling system (Kraak, 2008; Mtshali, 2023; Sotsaka, 2019) . These scholars highlight the failure of schools and teachers to develop, through subjects like EGD, the fundamental skills required in engineering courses. These skills include the ability to communicate graphically, apply spatial reasoning (also referred to as visual spatiality), and the ability to read and interpret graphical text.  \nThis study explored how first-year EGD pre-service teachers conceptualize and approach ID. By focusing on these future educators, the research addressed a crucial  \nContribution to the literature  \n• This paper contributes to the paucity of studies done in isometric drawing and shape how EGD teachers can best teach this section that has been challenging for quite some time. ,  \n• By exposing challenges and pre-service teachers conceptual unde","cbCaiaMfB4tYpihP","https://ap.wps.com/l/cbCaiaMfB4tYpihP","pdf",497928,13,"English","# Abstract\n# Introduction\n# Literature Review\n## Spatial Ability","[{\"question\":\"What problem does the study address regarding isometric drawing?\",\"answer\":\"It addresses persistent poor performance in isometric drawing (ID), a substantial component of the EGD Grade 12 examination paper two.\"},{\"question\":\"How was the study conducted and what method was used to analyze data?\",\"answer\":\"Forty first-year EGD pre-service teachers were purposively selected. Data came from focus group interviews and was analyzed using Braun and Clarke’s six-step thematic analysis.\"},{\"question\":\"What strategies do pre-service teachers prefer for learning isometric drawing, and why?\",\"answer\":\"They favor the box method because it provides a geometric framework that helps students work more effectively, particularly those with developing spatial visualization skills.\"}]","Pre-service teachers’ conceptual understanding and challenges in isometric drawing - Implications for teaching engineering graphics and design | PDF",33]