Learning models for developing visualization in engineering graphics

Abstract

Major engineering graphics curriculum revision projects funded by NSF and ACM-SIGGRAPH arrived at similar recommendations: to develop visualization as the major educational goal of engineering graphics curricula for the 1990s and beyond. The author examines the exact meaning of visualization, how it relates to engineering graphics, and how it can be implemented into classroom learning experiences. He provides definitions and discusses relevant research and learning models that can form a foundation for curricular revision.<>