A INTEGRAÇÃO DAS DISCIPLINAS GRÁFICAS NOS CURSOS DE ENGENHARIA CIVIL ATRAVÉS DA COMPUTAÇÃO GRÁFICA
O presente trabalho apresenta
os resultados parciais da pesquisa em
desenvolvimento que visa à melhoria do ensino
e da aprendizagem das disciplinas de Geometria
Gráfica ministradas nos cursos de Engenharia
e Engenharia Civil da Universidade Federal de
Pernambuco, por meio do desenvolvimento de
metodologias educacionais e da integração
do conteúdo destas disciplinas utilizando-se
de tecnologias computacionais. Este estudo
abrange e analisa os conteúdos da Geometria
Gráfica Tridimensional (Fig. 1), Desenho
Técnico 3 (Fig. 2) e Geometria Descritiva no
curso de Engenharia Civil (Fig. 3), de forma
a criar um modelo de avaliação integrado
nestas disciplinas a partir da utilização de
softwares gráficos específicos. Propõe-se a
utilização de softwares computacionais para:
(i) formação de conceitos; (ii) completar e/ou
revisar o conteúdo; (iii) criação de um banco
de dados com modelos geométricos virtuais
e suas aplicações em Engenharia e para o
estudo de suas representações, propriedades
geométricas, etc., fornecendo imagens digitais
de formas e objetos cotidianos. Para iniciar o
diagnóstico da situação atual, aplicamos um
questionário aberto a 120 alunos respondentes
no total, sendo eles, 65 alunos dos 16 grupos
de geometria gráfica tridimensional, 20 alunos
dos dois cursos de Desenho Técnico 3 e, 35
de alunos das três classes de Geometria
Descritiva. A análise dos dados sugere que os
alunos compreendem melhor as representações
bidimensionais de modelos tridimensionais
através de sua modelagem com o software de
computação gráfica utilizado e a associação de
conceitos abstratos com conteúdos concretos.
A partir da análise dos dados podemos
verificar que quando nossos alunos entram nas
disciplinas básicas da Engenharia, a principal
dificuldade nas disciplinas de desenho é a
visualização tridimensional. A hipótese é que o
aluno compreenda melhor as representações
bidimensionais de modelos tridimensionais
através de sua modelagem com o software
gráfico utilizado e a associação de conceitos
abstratos com conteúdos concretos.
A INTEGRAÇÃO DAS DISCIPLINAS GRÁFICAS NOS CURSOS DE ENGENHARIA CIVIL ATRAVÉS DA COMPUTAÇÃO GRÁFICA
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DOI: 10.22533/at.ed.8961931017
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Palavras-chave: Metodologias de ensino, Integração de conteúdos, Tecnologias computacionais.
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Keywords: This paper presents the partial results of a project in progress that aims to improve the teaching and learning of Graphic Geometry modules taught in Engineering and Civil Engineering courses at the Federal University of Pernambuco through the development of education methodologies and content integration of these disciplines using computational technologies. This study covers and analyzes the contents of Tridimensional Graphic Geometry (Fig. 1), Technical Drawing 3 (Fig. 2) and Descriptive Geometry (Fig. 3) in the BSc course in Civil Engineering, in order to create an integrated assessment model across these disciplines from the use of specific computer graphic softwares. It is proposed to use computer graphic for: (i) concept formation; (ii) completing and / or reviewing the content; (iii) creation of a database with virtual geometric models and their applications in Engineering and for the studies of their representations, geometric properties, etc., providing digital images of everyday forms and objects. In order to begin the diagnosis of the current situation, we gave an open questionnaire to 120 respondent students in total, being 65 respondent students from the 16 groups of three-dimensional graphical geometry, 20 students from the two courses in Technical Drawing 3 and 35 students from the three Descriptive Geometry classes. The analysis of the data suggests that students better understand the twodimensional representations of three-dimensional models through their modeling with the computer graphics software used, and the association of abstract concepts with concrete content. From the analysis of the data we can verify that when our students enter the foundation Engineering courses, the main difficulty in the disciplines of drawing is the three-dimensional visualization. The hypothesis is that the student will better understand the two-dimensional representations of three-dimensional models through their modeling with the computer graphic software used and the association of abstract concepts with concrete content.
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Abstract:
This paper presents the partial results of a project in progress that
aims to improve the teaching and learning of Graphic Geometry modules taught in
Engineering and Civil Engineering courses at the Federal University of Pernambuco
through the development of education methodologies and content integration of these
disciplines using computational technologies. This study covers and analyzes the
contents of Tridimensional Graphic Geometry (Fig. 1), Technical Drawing 3 (Fig. 2) and
Descriptive Geometry (Fig. 3) in the BSc course in Civil Engineering, in order to create
an integrated assessment model across these disciplines from the use of specific
computer graphic softwares. It is proposed to use computer graphic for: (i) concept
formation; (ii) completing and / or reviewing the content; (iii) creation of a database with
virtual geometric models and their applications in Engineering and for the studies of
their representations, geometric properties, etc., providing digital images of everyday
forms and objects. In order to begin the diagnosis of the current situation, we gave an
open questionnaire to 120 respondent students in total, being 65 respondent students
from the 16 groups of three-dimensional graphical geometry, 20 students from the two
courses in Technical Drawing 3 and 35 students from the three Descriptive Geometry
classes. The analysis of the data suggests that students better understand the twodimensional representations of three-dimensional models through their modeling with
the computer graphics software used, and the association of abstract concepts with
concrete content. From the analysis of the data we can verify that when our students
enter the foundation Engineering courses, the main difficulty in the disciplines of
drawing is the three-dimensional visualization. The hypothesis is that the student will
better understand the two-dimensional representations of three-dimensional models
through their modeling with the computer graphic software used and the association of
abstract concepts with concrete content.
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Número de páginas: 15
- Gisele Lopes de Carvalho
- Ana Cláudia Rocha Cavalcanti
- Flávio Antônio Miranda de Souza
