Contextual Knowledge Framework in CAD Education from the Perspectives of Practicing Engineers

Authors

  • Mohd Fahmi Adnan Department of Technical and Engineering Education, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81310 Johor Bahru, Johor, Malaysia
  • Mohd Fadzil Daud Department of Applied Mechanics & Design, Faculty of Mechanical Engineering, Universiti Teknologi Malaysia, 81310 Johor Bahru, Johor, Malaysia
  • Muhammad Sukri Saud Department of Technical and Engineering Education, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81310 Johor Bahru, Johor, Malaysia
  • Azhar Rauf Department of Electrical Engineering, National University of Computer and Emerging Sciences, Islamabad Campus, Islamabad Capital Territory, Pakistan

Keywords:

Contextual knowledge, Computer aided design, Engineering education

Abstract

The contemporary industry landscape requires engineering graduates to have expertise in utilizing advanced Computer-Aided Design (CAD) tools. However, prevailing practices reveal a lack of contextual knowledge among Mechanical Engineering undergraduates and fresh graduate engineers in effectively employing 3D CAD modelling software for optimal product design development. Consequently, this study was undertaken to address this issue, with a specific focus on the integration of contextual knowledge into 3D CAD modelling. The study aims to elucidate the fundamental elements of contextual knowledge regularly employed by practicing engineers in their daily design endeavours, specifically in 3D CAD modelling. A transcendental phenomenology approach was used, and four engineers from the engineering department of a shipbuilding company in Peninsular Malaysia were purposefully selected as respondents. The analysis yielded three recurring themes central to the application of contextual knowledge in visualizing and presenting models through 3D CAD modelling: Realization, Design Intention, and Normalization. These elements are pivotal in assisting engineers in contextualizing their design work during the modelling and presentation stages of the new product development process.

Author Biographies

Mohd Fahmi Adnan, Department of Technical and Engineering Education, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81310 Johor Bahru, Johor, Malaysia

mohdfahmi.adnan@utm.my

Mohd Fadzil Daud, Department of Applied Mechanics & Design, Faculty of Mechanical Engineering, Universiti Teknologi Malaysia, 81310 Johor Bahru, Johor, Malaysia

fadzil@utm.my

Muhammad Sukri Saud, Department of Technical and Engineering Education, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81310 Johor Bahru, Johor, Malaysia

p-sukri@utm.my

Azhar Rauf, Department of Electrical Engineering, National University of Computer and Emerging Sciences, Islamabad Campus, Islamabad Capital Territory, Pakistan

azhar.rauf@nu.edu.pk

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Published

2024-04-26

How to Cite

Adnan, M. F., Daud, M. F., Saud, M. S., & Rauf, A. (2024). Contextual Knowledge Framework in CAD Education from the Perspectives of Practicing Engineers. Journal of Advanced Research in Applied Sciences and Engineering Technology. Retrieved from https://semarakilmu.com.my/journals/index.php/applied_sciences_eng_tech/article/view/5064

Issue

Online First Articles

Section

Articles