Ensino de desenho técnico por pensamento computacional

Abstract

One of the most common learning limitations in engineering education is understanding abstraction techniques for project drawing representation due to the need to understand cognitive processes such as Logical, Systematic, and Spatial Reasoning. These processes are the basis of geometric thinking, which aims to represent an object based on 2D and 3D figures on a two-dimensional plane. Despite the various strategies developed, teaching remains, lacking a scientific approach. Objectives: This work presents a proposal for a teaching strategy based on the application of computational thinking in order to facilitate the understanding of models representing objects and the systematization of a project design solution. Methodology: A survey (closed questionnaire) was used in two stages (Pre and Post) containing a total of 17 questions to identify the learning environment and the extent to which knowledge of Technical Drawing was improved based on the observations of 57 students from the Electronic Engineering, Electrical Engineering, and Control and Automation Engineering courses. They were divided into two (02) study groups, one of which received instruction using the computational thinking approach and the other did not (control group). Results:From the observation of the phenomenon and the analysis of the data from the questionnaires, it was found that the teaching strategy using computational thinking favored the apprehension of technical drawing knowledge and technique by students who had more incredible difficulty in identifying three-dimensional drawing elements. In addition, there was a greater apprehension of knowledge measured by the increase and concentration of the marks obtained in the learning check by the group exposed to the Computational Thinking teaching strategy. Conclusion: The application of the Computational Thinking teaching strategy in Technical Drawing contributed to the development of spatial vision perception, isometric perspective, and the formation of schematic drawings for technical engineering projects. In addition to being a tool for stimulating creativity, since the initial construction of the drawing takes place in the universe of play, it is a method for transposing more complex processes into more simplified ones.