How visual literacy is developed through Engineering Graphics subjects.
This paper aims to analyse to what extent the engineering curricula contribute to the development of visual literacy among engineering students. Communicating and thinking visually is a basic skill for all engineers, being a fundamental part of their educational stage. For this purpose, Engineering...
| Publicado en: | Journal of Visual Literacy Vol. 43; no. 1; pp. 29 - 46 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Mar2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=175911568&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 175911568 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 1051144X H13 jtl: Journal of Visual Literacy issn: 1051144X maglogo: N pubinfo: dt: Mar2024 vid: 43 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 175911568 10.1080/1051144X.2024.2315835 ppf: 29 ppct: 17 formats: tig: atl: How visual literacy is developed through Engineering Graphics subjects. aug: au: Martín Erro, A. Nuere Menéndez-Pidal, S. affil: Universidad Europea de Madrid, Madrid, Spain Universidad Politécnica de Madrid, Madrid, Spain su: Visual literacy Visual learning Engineering students Engineering schools Engineering Numeracy Spain sug: subj: Spain Visual literacy Visual learning Engineering students Engineering schools Engineering Numeracy keyword: engineering education engineering graphics subjects freehand drawing higher education ab: This paper aims to analyse to what extent the engineering curricula contribute to the development of visual literacy among engineering students. Communicating and thinking visually is a basic skill for all engineers, being a fundamental part of their educational stage. For this purpose, Engineering Graphics subjects from 30 engineering schools from Spain have been selected to review their content. The sample consists of 80 subjects of Engineering Graphics, mechanical design and computer-aided design. The curricula were analyzed using a quantitative and qualitative method. A database has been developed where keywords that identify the objectives of the analysis have been tabulated. Learning technical visual language and visualization skills as a means of developing visual literacy in engineering has been taken as the basis of the analysis. The results show that the curricula of the subjects contemplate the development of graphic skills around communication and technical representation and, to a lesser extent, visualization. On the other hand, the teaching activities contemplated do not dive into the cognitive aspects of graphics. We can also observe the pre-eminence of computer graphics as the main basis for teaching activities and marginal use of freehand drawing, which is basic for the development of Visual Literacy. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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