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04‏/07‏/2011

Effectiveness of the use of computer applications in the field of teaching geometrical drawing and descriptive geometry at the first and second year levels of a course of architecture in Jordan


Effectiveness of the use of computer applications in the field of teaching geometrical drawing and descriptive geometry at the first and second year levels of a course of architecture in Jordan

Abstract

Since the mid-twentieth century, with few exceptions, developments in the field of descriptive geometry have been only concerned with  the experimental area of the design process (Migliari, R. 2008). The event of digital representation has given  architects a tool to:

• solve geometric problems that were only competence of analytic geometry
• produce accurate drawings in space
• Produce images with much higher quality (shadow, transparency, reflection, dynamic, interactive, etc.).

Despite technological developments, the teaching of the subject of geometric design has often remained tied to traditional methods, and this has led to a serious separation between the theoretical concepts of descriptive geometry and digital design techniques,  where the prevailing interest is to execute the commands of the software and  to choose their preset options without being concerned with their theoretical justifications. For this reason, the need of renew descriptive geometry arises from the need to integrate useful concepts of descriptive geometry with the dynamism and precision of the digital representation, with the aim to preserve and even expand this rich cultural heritage from the history of design. Surveys of  previous studies have shown a general consensus on the role of three-dimensional modeling software (eg AutoCAD) in the process of teaching and learning geometrical space. This research differs from previous ones in proposing a topic of renewal descriptive geometry, not only through study and analysis of methods of teaching of drawing in the twenty-one universities analyzed (local, Arab and international) and the percentage of time devoted to their teaching, but also through the handling of a series of applications that demonstrate using the classic flat and three-dimensional geometric construction, and the validity of  teaching descriptive geometry in three dimensional space.

Exploring Methods of drawing materials in the 21 universities examined (Chapter III), it is clear that there is a disinterest or even a progressive abandonment of  the teaching of a descriptive geometry course, and perhaps this is due to a possible doubt regarding the efficiency of this course in solving complex geometric problems.

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