International Journal of Pedagogics
13
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue02 2025
PAGE NO.
13-16
10.37547/ijp/Volume05Issue02-04
Methodology of using graphic software to enhance
students' knowledge in technical drawing
Rustam Buriboyev
Doctoral student at Tashkent State Pedagogical University, Uzbekistan
Received:
02 December 2024;
Accepted:
05 January 2025;
Published:
07 February 2025
Abstract:
The effect of metacognitive techniques on improving English instructors' capacity for independent
learning is examined in this paper. The study presents a paradigm that incorporates metacognitive strategies
including self-regulation, reflection, and strategic planning in recognition of the critical role that self-directed
learning plays in professional development. A mixed-methods approach was used, using qualitative interviews to
acquire a deeper understanding of instructors' experiences and quantitative surveys to evaluate changes in
autonomous learning habits. The application of metacognitive techniques considerably enhanced teachers'
capacity to assess their own learning processes, establish reasonable objectives, and modify their pedagogical
approaches, according to the results.
Keywords:
Self-directed learning, English teachers, metacognitive techniques, autonomous learning, and
professional growth.
Introduction:
The Action Strategy for the Development
of the Republic of Uzbekistan outlines a priority task:
“Further improvement of the continuous education
system, expanding access to quality educational
services, and continuing the policy of training highly
qualified specialists in line with the modern needs of
the labor market.” In fulfilling this task, higher
education institutions play a key role in developing
students' project design skills, spatial imagination,
creative activity, and ability to solve practical problems
related to the field. These qualities significantly
contribute to increasing the effectiveness of graphic
education.
The widespread use of computers by students serves as
a foundation for the rapid advancement of science and
technology, which in turn fosters socio-economic
development. The implementation of modern teaching
methods, computer and information-communication
technologies in the educational process, equipping
higher education institutions with modern laboratory
equipment and teaching materials, supporting and
promoting research and innovation activities, and
establishing and developing modern scientific
laboratories in schools are essential measures to
prepare
competitive
professionals
with
high
professional mobility and creativity.
The digitalization of various fields of human activity has
led to significant transformations in long-standing
pedagogical technologies. New teaching tools have
necessitated a reassessment of key pedagogical issues:
who should be taught in schools, what the content of
education should be, and what forms and methods
should be used as the foundation for training specialists
in higher education.
Taking these factors into account, we consider it
necessary to review the content of engineering
computer graphics education, as it remains one of the
pressing issues in teaching this discipline. In revising the
content of engineering computer graphics, it is
essential to consider the latest advancements in
science and technology.
An analysis of research focused on the principles of
teaching allows for the identification of didactic
principles common to all subjects. While researchers
agree on the list of these principles, their interpretation
varies. These principles include:
•
Principle of education and upbringing
•
Principle of linking theory with practice
•
Scientific principle
International Journal of Pedagogics
14
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
•
Comprehensibility principle
•
Consistency and coherence principle
•
Consciousness and creative activity principle
•
Visuality principle
•
Principle of reinforcing learning outcomes and
developing cognitive abilities
•
Principle
of
considering
individual
characteristics of learners and collective learning
•
Principle of positive emotional engagement in
learning
If we divide the content and procedural aspects of
education, traditional didactic principles can be
conditionally classified into these two groups. The
conditionality of this classification is due to their
interconnection and mutual dependence. As an
example, we can illustrate the necessity of
distinguishing between the processes of education,
upbringing, and development.
•
Scientific principle
•
Comprehensibility principle
•
Consistency principle
•
Continuity principle
•
Systematic principle
•
Principle of linking theory with practice
•
Sustainability principle
Scientific Principle
–
M.D. Dammer outlined the
development of the scientific principle's content.
According to research findings, M.N. Skatkin in 1950
defined the content of this principle through eight key
requirements:
1.
The scientific reliability of the information
provided to students.
2.
Revealing the essence of the phenomena
described.
3.
Demonstrating
the
interconnections
of
phenomena.
4.
Presenting phenomena in their development
and highlighting the sharp characteristics of this
development.
5.
Introducing students to key theories that
explain phenomena dialectically and materialistically.
6.
Creating correct perceptions of the world and
the power of human intellect.
7.
Developing proper ideas about absolute and
relative truth.
8.
Introducing students to scientific research
methods.
We agree with the views of Z.K. Meretukova and A.R.
Chinazirova, who state that “the scientific principle in
education should consider the fact of ‘scientific
pluralism’ within the
educational content. Different
approaches to a single scientific problem expand
students' thinking and encourage them to seek the
truth.”
The conclusion drawn from G.M. Chernobelskaya's
perspective is that "scientific content is achieved not
only by providing students with ready-made knowledge
but also by introducing them to scientific research
methods."
One of the most fundamental principles of teaching is
comprehensibility. When studying new material,
students face challenges related to both the content of
the information and the way it is presented. The first
type of difficulty is associated with the student's
thesaurus
—
i.e., the system of interrelated concepts
that reflect their perception of the world. Such
difficulties are known as "thesaurus information
barriers." Since each student’s thesaurus is different,
not all students will face the same barriers.
The comprehensibility principle in schools has been
studied in O.V. Romanova's works. Examining the
impact of new information environments on the
learning process, the author argues that education
should account for the fact that students
independently acquire vast amounts of information
from the global information field. As this principle
evolves, the information students receive and
transform into knowledge must be scientifically valid.
Therefore, students should be able to distinguish
genuine scientific knowledge from pseudo-scientific
claims.
This principle is based on the following rules:
•
The teaching process should consider students'
social experiences.
•
The learning process should be oriented
toward solving socially, economically, ecologically, and
politically important issues.
•
There should be a close connection between
education and industrial labor in the national economy.
•
The use of mass media and periodical materials
in teaching.
E.V. Eliseeva states that in modern conditions,
consistency should be the leading principle in content
selection: "It ensures a pedagogically justified system
of interconnected learning materials." The consistency
principle requires that educational content developers
include knowledge that is part of the conceptual
systems of the subject and reveal its essence.
Continuity Principle
–
I.P. Podlasiy notes that the
learning process consists of sequential steps, and if it
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
progresses without interruptions, disruptions in
continuity, or uncontrollable situations, it leads to
greater success. If skills are not regularly practiced, they
gradually fade.
The concepts of continuity and systematicity principles
are ex
plained in L.V. Zagrekova and V.V. Nikolina’s
Didactics: "The principles of continuity and
systematicity require that the content of educational
material be presented in a structured sequence and
logical interrelation. In this process, new information
builds upon previous knowledge and prepares students
to grasp future content."
The principles considered for structuring educational
content are closely related to the principle of
sustainability, which directs content developers to
account
for
interdisciplinary
and
intersubject
relationships.
"The
excessive
integration
of
interdisciplinary connections in the educational
environment has significantly increased the demands
on educators."
To bring the teaching of the "Technical Drawing"
subject in line with modern requirements, it is essential
to gather information on the topics outlined in the
curriculum and process them using multimedia
computer technologies. The application of modern
computer technologies in the educational process
should be conducted in parallel with pedagogical
technologies rather than replacing them. Such an
approach ensures the effective assimilation of graphic
materials, leading to the expected outcomes. It would
not be an exaggeration to say that the use of graphic
software is the only way to achieve the desired results
in teaching technical drawing.
The very nature of the subject demands instruction
using graphic software.
Until recently, the main reasons for not integrating
graphic software with technical drawing education
were the lack of teachers proficient in such software
and the inadequate state of classrooms. However, in
today's advanced era, conducting lessons without using
graphic software is entirely inconsistent with modern
educational standards.
Ensuring the interconnection of topics in teaching
technical drawing, maintaining their systematicity, and
utilizing the most modern teaching methods and tools
are among the pressing tasks of today. All topics within
this subject serve as a foundation for each other,
requiring teachers to engage in continuous self-
improvement. This is because technical drawing,
particularly in construction, evolves in tandem with
industry changes. Consequently, preparing teachers
who meet these requirements is another critical issue.
Modern computer technologies offer extensive
capabilities
for
redrawing
blueprints,
adding
animations, and converting them into multimedia
formats. Multimedia representations of drawings
capture students' attention, altering their attitude
toward the subject. Additionally, such visuals provide
students with a more comprehensive understanding of
the drawing.
Modern software tools related to computer graphics,
such as ArchiCAD, AutoCAD, 3ds Max, and others, serve
as essential aids for teachers in delivering lessons. For
students, these tools enhance their comprehension of
the subject, improve spatial imagination, foster
creative and logical thinking, and ultimately increase
academic performance. Using computer graphics for
processing gathered information is highly appropriate.
Computer graphics belong to the category of complex
synthetic resources. It emerged and developed by
integrating modern devices and technological solutions
that help engineers bring innovative ideas to life
through graphical representation.
Three-dimensional (3D) modeling is a journey into a
world where a designer's ideas take realistic and
convincing forms on a computer screen. It gives the
impression that, by merely extending a hand, one could
touch something that previously existed only in
imagination.
In 3D modeling systems, a three-dimensional model
typically appears on the monitor screen in arbitrary
parallel projection (axonometry). The corresponding
panel displays standard views, including orthogonal
and standard isometric projections. To automatically
generate orthogonal projections from a 3D model, the
T-VIEW and T-DRAW commands are used. In this way,
the task of directly constructing a geometric
representation of a spatial object (3D model) in a two-
dimensional plane (monitor screen) is accomplished.
Geometric modeling consists of the following four
components:
1.
Original object or modeling subject. In three-
dimensional space modeling, orthogonal projections,
axonometry, perspective, and numerical marked
projections are obtained on a monitor screen.
Additionally,
modeling
objects
may
include
multidimensional and nonlinear models, which remain
relevant and unresolved challenges in modern science.
2.
Model field
–
the medium where the model is
displayed. Typically, this is the monitor screen, but
other methods can also be used for visualization.
3.
Modeling apparatus determines the methods
used to represent 3D models. These include:
o
Analytical
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
o
Kinematic
o
Constructive
o
Parametric
o
Mixed methods
4.
Model types are categorized into wireframe,
surface, and solid models.
Displaying a 3D drawing created using computer
graphics software in video format allows students to
perceive it as a real-life object, making it easier to
understand and enhancing their spatial imagination.
The development of spatial visualization skills is crucial
for understanding technical drawing since it plays a key
role in mastering the subject. Only students with strong
spatial visualization abilities can successfully complete
technical drawing assignments.
Modern graphic software significantly expands
modeling possibilities, making it convenient to create
building models. Using these tools for illustrating
images, views, sections, stairs, roofs, joints, structures,
cost estimation, and other topics fosters the
de
velopment of students’ spatial imagination and
creative thinking skills.
A subject teacher can create project works related to
topics using ArchiCAD and apply them in lessons. By
leveraging ArchiCAD's extensive capabilities, teachers
can view models from different angles, apply section
views, change model colors, automatically assign
dimensions, and take advantage of many other
features.
The most essential requirement is that the teacher
must be proficient in computer graphics and select
appropriate graphic software based on the content,
complexity, and didactic objectives of the material.
Students studying construction technical drawing
should acquire the following knowledge and skills:
•
The history of computer graphics
•
The branches of computer graphics
•
Systems forming the field of engineering
graphics (CAD, CAM, CAE)
•
Graphic software working within CAD systems
and their operating principles
•
Electronic image formats
•
Equipment panels used for drafting drawings
•
Algorithms for generating drawings based on
an object's spatial position
•
Analysis of tool panels designed for creating 2D
and 3D graphics
•
Creating a 2D drawing of a given 3D part
•
Constructing a 3D model based on a 2D
drawing
•
Determining optimal algorithms for designing
geometric models in 2D and 3D spaces
•
Creating complex drawings and shapes in 2D
and 3D
•
Developing skills in drafting and printing
drawings
•
Analyzing objects with complex shapes
•
Comparing manual drafting (using traditional
drawing tools) and CAD-based drafting
•
Comparing two or more CAD programs
•
Identifying
similarities
and
differences
between CAD software
•
Developing self-learning abilities to master
new CAD programs independently
We believe that acquiring these competencies is
essential for students pursuing construction technical
drawing.
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