Abstract:

The teaching and learning process of computer-aided design is complex, particularly when part modelling is involved. This makes the teaching/learning methodology with which it is approached very important. In part modelling there are different ways to achieve the same final geometry, but not all the solutions obtained are equally valid. In some cases, the chosen options may limit the redesign or the edition of certain parameters of the part. For this reason, this paper shows how to adapt and implement a cooperative learning dynamic known as 1-2-4 technique that describes a sequence through which students learn in an optimal way. Broadly, in the first step of this technique, each student plans individually the modelling of a part, performing the sequence of the operation tree. Afterwards, students work in pairs to present and reason their own modelling plan and then discuss the best sequence to follow to model the part. Once each pair agrees on an improved modelling sequence, each partner models the part individually. In this step, previously unconsidered difficulties may arise. Finally, the students meet in groups of 4 and identify and agree on what the optimal modelling is. In short, they all start from the same problem and look for a shared, contrasted and optimized solution, which the teacher can validate or point out.

Keywords:

Computer-aided design, 1-2-4 technique, methodology, cooperative dynamics, part modelling.