Open AccessComposition of Engineering Drawing through Communication Skills and Social/Material Interactions from the Semiotic Aspect
Author(s) -
Harri Lille,
Aime Ruus
Publication year - 2019
Publication title -
iop conference series. materials science and engineering
Language(s) - English
Resource type - Journals
eISSN - 1757-899X
pISSN - 1757-8981
DOI - 10.1088/1757-899x/660/1/012011
Subject(s) - semiotics , triad (sociology) , object (grammar) , representation (politics) , process (computing) , task (project management) , visual literacy , computer science , product (mathematics) , mathematics education , composition (language) , point (geometry) , psychology , cognitive science , human–computer interaction , linguistics , artificial intelligence , engineering , mathematics , philosophy , geometry , programming language , systems engineering , politics , political science , psychoanalysis , law
The report analyses how to better proceed from general discussion on graphic literacy in engineering education, through communication between the triad components: concept (problem, engineering idea, existing object), teacher and student, from the semiotic point of view, using Peirce’s triadic model whose the basic claim is that signs consist of three inter-related parts: object, interpretant and represent. A pedagogical model is presented in the form of a triad, where problem solving is focused on form: object-problem identification or existing product; interpretant-teacher and interpretant-student who form teacher concept (TC) and teacher representation (TR), and student concept (SC) and student representation, i.e. engineering drawing (SD). At all stages of the learning process the teacher must rely on interpreting students’ representations as the evidence of their understanding. Successful application of representational images (engineering drawings) is not a simple task; it is something that must be trained and used in professional practice, as manufacturing of real products is based on engineering drawings.