L’impact de l’exploitation du modeleur volumique sur l’apprentissage de la construction mécanique dans la section sciences techniques en Tunisie

 
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2016 (EN)
L’impact de l’exploitation du modeleur volumique sur l’apprentissage de la construction mécanique dans la section sciences techniques en Tunisie (EN)

JARRAY, ALI; University of Patras
GINESTIÉ, JACQUES; Aix-Marseille Université, France

The purpose of this paper is to present some characteristic elements of a study conducted in Tunisia. The study was conducted to better understand the acquisition process of competencies in the design and representations of technological solutions in mechanical engineering. The teaching of mechanical design relies heavily on manipulating 3D objects. Nonetheless, the represented objects or mechanisms are just presentation or demonstration tools. They are used in new approaches to learning situations based on problem solving to seek possible solutions but their use to retain the most suited solutions to the specifications remains limited. The use of 3D modelling software to represent 3D objects gives learners the ability to conceive a range of new solutions. Creativity and the number of solutions to a problem in mechanical engineering depend heavily on the exploitation of a 3D modelling software that changes the use of a simple tool into an instrument that makes the learner autonomous and able to evaluate his own production. Teaching can lead to employment, dignity and trust only when there is a synergy between school and industry. Therefore, all the stakeholders have to adhere to ensure success, which is for the benefit of everyone. (EN)

Πανεπιστήμιο Πατρών (EL)
University of Patras (EN)

English

2016-07-01


University of Patras (EN)

Educational Journal of the University of Patras UNESCO Chair; Vol. 3, N. 2 (2016) - Colloque SIEST Méditerranée, Marseille 2016 (EL)
Educational Journal of the University of Patras UNESCO Chair; Vol. 3, N. 2 (2016) - Colloque SIEST Méditerranée, Marseille 2016 (EN)

The content of the Journal is licensed under the Creative Commons Attribution 3.0 Unported license (http://creativecommons.org/licenses/by/3.0/).



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