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EXPLORING THE POTENTIAL OF TECHNICAL DRAWING IN ENHANCING

CRITICAL AND CREATIVE THINKING OF STUDENT
Norazlinda Mohd Darby, Abdullah bin Mat Rashid
Fakulti Pendidikan, Universiti Putra Malaysia


Abstract

The purpose of this study was to examine the students view about creative and critical
thinking and the influence of technical drawing to their thinking. The study was guided by
three research questions and used qualitative method adopting semi structured interview.
Findings from the interview revealed students level of creativity and critical thinking affect
their interpretation on technical drawing. The findings also revealed that engineering students
was unclear about creativity, critical thinking and the purpose of technical drawing in
engineering field. The findings of this study are important for educators involved in technical
educations including teachers, lecturers and technical trainers.

1.0 Introduction

Technical and Vocational field now changes their focus from manual work to the mental
work to serve the demands of current environment where it shift from Industrial age to the
Information age (Maclean R. & Ad alai, 2011). The TVET curricula also transformed from
50 % theory 50% practical to 80 theory 20% practical. The changes is necessary in order to
produce knowledge worker which defined as those who use logical-abstract thinking to
diagnose problems, research and apply knowledge, propose solution, and design and
implement those solution(Maclean & Ada Lai, 2011 p.4).

Technical and Vocational field have become very important to the need of future
development and it is shown by the amount of occupation in this area of work where it
dominate 80% of occupation of all type of work occurred world-wide (UNESCO-UNEVOC
& UNESCO-UIS, 2006). Becoming developed country as planned in Vision 2020, Malaysia
has to set their path and pace synchronize with the global changes and trend. Behind all of the
strategies, work planned and efforts taken is workers who make the nation vision become
reality.

Technical drawing subject was first included in Malaysias Technical school curriculum in
year 1992 is to replace existing mechanical and civil subjects. The purpose of learning
technical drawing generally is used as a medium of communication in technology and
engineering fields and specifically to convey ideas and information graphically. The objective
of including this subject in the technical and vocational subjects offered in school is to equip
students with knowledge and fundamental drawing skills applicable in various engineering
field emphasizing in Mechanical, Civil and Electrical and Electronics Engineering
(Engineering drawing syllabus specification ISSC).
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The subject comprises plane geometry which encompasses mathematical principles, solid
geometry based on principles of orthographic projections, pictorial drawings using concepts
of isometric and oblique and perspective drawing (Engineering drawing syllabus
specification ISSC). There are many ways in carrying out this subject; drawing using pencil
and paper or using computer software available such as AutoCAD. Technical drawing subject
is learned with patience, diligent and conscientious. It is also known capable to enhance
intellectuality of a student since they have to use imagination skill (Ruhizan et. Al, 2012)
when sketching or drawing. In general, student supposed to be able to use technical drawing
as a tool to interpret their idea graphically after completing their study in this subject.

This subject is offered in secondary school by many countries in their education programme.
It provides fundamental knowledge and one of a basic tool in the engineering field. Anyone
who decided to involve or to become technical worker has to acquire the ability to draw using
technical drawing and interpret the information has in the drawing correctly. It is found by
few researchers that technical drawing has helped in improving students visualization skill
(Ruhizan et. Al, 2012; Safarin, Sukri & Kamlulariffin, 2008; Olkun S., 2003; Sorby S. &
Baartmans B., 2000). This skill is important for someone who related in the technical field
especially for designers or engineers. This because they have to make critical judgement or
decision about the shape, the size, the location, the process and many other things that might
be related to the field work before it is design, make or build. The skill also used in other
field such as art, music, language and many others.

New teaching and learning was introduced and proposed by some researchers after going
through several researches and experiments to improve the mastery level of this subject of a
student. Some of the method implemented when the students was encouraged to do hands-on
activities such as playing with blocks to create an object and sketching it for different views
on a paper using pencil (Mohd Safarin, Muhammad Sukri & Kamalulariffin, 2008). This
activity not only improved sketching and drawing skills but has proven its ability on
enhancing students level of visualization. Other methods used to increase students skill
were using 3D animation graphic where enable students observed the 3D object in different
views (G. Scott, P. Dale & C. Smith, 2010) and Solid Modelling (Douglas K., 2011). The
researcher also suggesting that the teacher should master ICT (Ruhizan et. Al., 2012).

1.1 Literature Review

Halpern (1996 p.5) define critical thinking as ..the use of cognitive skills or strategies that
increase the probability of a desirable outcome. Definition by others are: the formation of
logical inferences (Simon and Kaplan, 1989), developing careful and logical reasoning (Stahl
& Stahl, 1991), deciding what action to take or what to believe through reasonable reflective
thinking (Ennis, 1991), and purposeful determination of whether to accept, reject or suspend
judgement (Moore & Parker, 1994). Beyers (1987) wrote in Practical strategies for the
teaching of thinking stated that critical thinking skills include; distinguishing between
verifiable facts and value claims, distinguishing relevant from irrelevant information, claims
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and reasons, determining credibility of a source, determining factual accuracy of a statement,
identifying ambiguous claims or arguments, identify unstated assumptions, detecting bias,
identify logical fallacies, recognizing logical inconsistencies in a line of reasoning and
determining the strength of an argument or claim. As for creative thinking, Torrance (1966
p.6) define creativity as a process of becoming sensitive to a problem, deficiencies, gaps in
knowledge, missing element, disharmonies, and so on; identifying the difficulty; searching
for solution, making guesses, or formulating hypothesis about these deficiencies; testing and
retesting these hypothesis and possibly modifying and retesting them; and finally
communicating the results.

The definitions stated above show us that critical and creative thinking is not an ability that a
person has by blood but it can be acquires through learning and it needs constant practices to
increase the skill level. Paul (1995) stated that critical thinking is a unique and purposeful
form of thinking that is practiced systematically and purposefully. Therefore, the skill should
be taught as early as possible like since primary school until higher education.

Two methods can be implemented while teaching critical thinking which is heuristic
technique and problem solving technique. First method is heuristic technique where the
students are encouraged to learn, discover, understand or use solve problem themselves about
something or subject matter. Nokes, Dole & Hacker (2007) in their investigation to the
students who apply on this method scored higher on content based assessments than students
who learned by traditional textbook and lecture methods.

The problem solving technique which exposed students to problem-based learning
environments will increase students thinking skills and knowledge acquisition. This methods
promotes critical thinking and problem solving skills; active participation in the learning
process including self-direction, identification of own learning needs, teamwork, creative
discussion, and learning from peers; and the integration and synthesis of a variety of
knowledge (Gurse, Acikyildiv, Gogar & Sozbilir, 2007). Lisa & M. J Snyder (2008) have
listed several tips to enhance students critical thinking skills; 1) using instructional strategies
that actively engage students in the learning process rather than relying on lecture and rote
memorization; 2) focusing instruction on the process of learning rather than solely on the
content; and 3) using assessment techniques that provide students with an intellectual
challenge rather than memory recall.

Although many ways suggested in enhancing students thinking skill, whats happening in
school environment is otherwise. Many researchers have done a study about critical and
creative thinking and they found barriers in a way of teaching the skill. The barriers can be
categorized into three; teaching and learning environment, teacher and peer friends.
According to Mohsin and Nasruddin (2008), the school environment inhibits the creativity of
the students where they instilling low tolerance to the failure risk inside the students mind. It
happens when failure is followed by regret expression by others and success is followed by
compliments. This characteristic is opposite to the creative people where they have the
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courage to take risk of failure. McKinnon (1963) stated that the characteristics of creative
personality include like taking the risk, free, impulsive, very determined and individualistic.

Teachers also play role in hinder students creativity. Looking back at the characteristics of
creative person, from the teachers point of view they are considered as a student that will
give problem in the classroom. Therefore, a teacher tends to shape the students character so
that they are more obedient and comply with the rules. Shallcross (1981) suggest that
teachers should consider three factors in teaching creativity to the students which are physical
that refers to classroom environment, mental where many stimulus and challenges is needed
and emotion.

The third barrier to the creativity is from peer friends. Due to Gardner (1991) the critical
period of a child to show their creativity is between two to seven years old. Torrance (1968)
in his study shows that year four students shows declining trend in creativity. It is because
they try to obey to their friendship and this finding is support by Amabile (1996) a researcher
in social psychology which also found that peer friends is the main reason that someone not
able to take risk and not showing their creativity.

1.2 Problem Statement

Theory content and practical should not be an issue since there are many effort put on it by
educators particularly teachers and lecturers, researchers and training department involved
which providing the efficient strategies and method to the students. Besides improving skills
and content theory, the main purpose of learning technical drawing is a student be able to
understand and interpret technical illustration creatively and critically(Engineering drawing
syllabus specification-ISSC, p.2). The question is, how do we know that our student can think
creatively and critically by learning this subject?

Nowadays, almost all schools struggling producing students with excellent examination
results. Many academic programmes has been planned and carried out as an addition for
preparing students to the exam questions. They have been thought to identify the problems
asked in the exam paper and the technique of answering it. But students ability in critical and
creative thinking is a questioned.

Confronting current situation where there are many complex problems arises and the
technologies that change very fast, it is very important to prepare technical students which
competent in terms of skills and also have critical and creative thinking who can compete
globally. One of the effort to achieve the outcome of students having high literacy with
technology, employability skills and entrepreneurship, a good collaboration between higher
education institution, industry and training provider is necessary (Izyan et. at, 2012).
Employability skills itself consist of social, interpersonal communication, thinking and
problem solving (Ramlee, 1999), and in addition it could assist employees to adjust
themselves towards various changes and to increase working abilities which suit the working
environmental needs (Kazilan, Hamzah & Baker, 2009).
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Becoming a competent technical worker, particularly an engineer, do not only need good
inter and intrapersonal skill, good technical knowledge and good visualization skill, but
sometimes they were asked to give their views and opinion regarding technical matter. For
that, they have to acquire critical thinking skill. As this skill can be learned, it should be
thought as early as possible. Therefore, this study is to explore how technical drawing has
contributed in developing critical thinking of a student.

1.3 Research Objectives

The objectives of this study are:

1) to explore students view about creative and critical thinking.

2) to understand how student solve their tasks.

3) to understand the degree of creative and critical thinking developed among students.

1.4 Research Questions

Based on the objectives, these are the research questions of this study:

1) What is students perspective about creative and critical thinking? How do they feel about
them?

2) How the students solve the technical drawing tasks?

4) How far technical drawing has helped the students in thinks creative and critical thinking?

2.0 Methodology

This is a qualitative research using semi structured interview. Four volunteered students will
be selected .The number of students is choose to confirm the consistency of the information
collected due to effect of technical drawing to the way of students thinking. The respondents
are students from Engineering Faculty which has experienced taking Technical Drawing in
school or Engineering Drawing in university, Universiti Putra Malaysia and it is more
advantageous if the respondents have taken technical drawing during school or matriculation
study since they have information that the researcher need. There were two male and two
female students volunteered for this study. Among four of them, two have learned technical
drawing in school and engineering drawing in first year study in university while the other
two learnt engineering drawing in first year study in university only. The difference between
learning technical drawing in school and engineering drawing was technical drawing is a
hand and pencil drawing but in engineering drawing they used computer software.

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2.2 Data Collection

The exploration interviews as an instrument of data collection. In this study, interviewing was
used to explore students view on critical and creative thinking and technical drawing and
assessing their thinking through technical drawing. The interview was carried out two times
with an average thirty minutes. Each participant was interviewed in four different time and
different place purposely to circumvent their views are influenced by perceptions of each
other. It is also to adjust to their availability and convenience. The advantages of interview
are the researcher able to explore the effects of technical drawing on students thinking when
giving their opinion on the drawings given to them.

2.3 Ethical Issues

In this study permission was obtained from four respondents as one important ethical
measure in this exploration. All the participant were informed regarding the aims of the
research project, research methods, and nature of involvement, confidentiality, and possible
publication of results (Burgess, 1989). Participants, anonymity as well as voluntary
participation in the research project was assured. They were also informed that they might
withdraw their participation at any time. Ethical standards also among others comprise
truthfulness in reporting, an aspect that was also observed in this study (Juma & Roselan,
2012 p.76).

3. Findings and discussion

In this study data were presented and analysed in themes which were consistent with research
questions. Thus, findings are presented in the following comparative themes:
i. Students background on technical drawing knowledge.
ii. Students view on creative thinking.
iii. Students view on critical thinking and ways to stimulate it.
iv. Learning style and its effect on thinking.

3.1 Technical Drawing Background

Two female participant named as Participant one (PO) and Participant two (PW) was a
former students in Technical school. They have learning background in hand and pencil
technical drawing (TD) in school and engineering drawing (ED) using CATIA software
during first year in engineering faculty. The other two male participant named as Participant
three (PT) and Participant four (PF) have no hand and pencil technical drawing experiences
but have learned engineering drawing using CATIA software during first year in engineering
faculty. PW believed that in terms of difficulty, both TD and ED is the same. But they
manage to score in the examination with good results.

Learn about connection between learning technical drawing and further study in the
engineering field, PO perceived that learning technical drawing is important since it provide
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some basics to the engineering. According to her, when someone studying engineering,
sometime they might interested in hands-on work while there are also who only interested in
clean job like designing. Since in engineering field, there are many scope of work like
working in site construction, manufacturing site, sales, research and design and many more.
Hence, there are many options that can be choose which will suits their interest and
capability. In researcher point of view, PO thought that technical drawing only benefited for
whom involved in design scope of work.

Eventhough the technical drawing is very synonym to engineering courses and oftenly used
as part of the assignment task requirement, none of them realize and mentioned about the
main objective and the importance of learning technical drawing for engineering. Technical
drawing is important for almost in all engineering courses and being used frequently in order
to complete project task since technical drawing was actually functioned as communication
and language whistleblowers for those who involved in engineering field (Mohd. Noh & Md.
Nasir, 2002) regardless any scope of work. This was supported by Ruhizan et. al (2012)
which state that the aims of learning technical drawing is to equip students with knowledge
and fundamental drawing skills and to prepare students who able to communicate
graphically. Sometimes a picture speaks clearly than words. For engineering field which deal
with complex structure, products or systems, it is find more easier to explain it visually in the
form of technical drawing rather than verbally. All the details of the design can be accurately
delivered in graphic form compared to through verbal where misunderstanding might
possibly occur.

3.2 Creative Thinking

All four participant agree that creativity relating with new idea and it can occur different
situation. PO believe that she is not a creative person. She claims that creativity refer to
ability to amend an existing product to become new product. Based on her measurement of
creativity, she conclude that she is a person who unable to generate new idea unless there is
an assistance from others.

According to PW, creativity means the discrepancy of one product to another. She describe
creativity as an additional features created in a particular design comparing to others. PT
looks creativity in the form of solving problem. He state that creativity is necessary in order
to solve a particular problem in a different way. If PW relates creativity with additional
features of a product, according to PF point of view creativity is the capability of a person to
simplify something which is complex and the complexity maybe referred to design, operating
system, manufacturability or the product shape.

Generally, creativity relates to creation or generation of new ideas that never exist before. It
is defined as the ability to produce as many novel and appropriate alternative solutions as
possible for an ill-defined problem in a limited time (Denel, 1981; Malaga, 200). According
to Torrance (1979), creativity is a process of becoming sensitive to problems, gaps in
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knowledge, deficiencies, missing elements and disharmonies. It can be measured through five
subscale (Torrance & Ball, 1984; Torrance, 1990) which are:
fluency as referred to an ability to produce a number of figural images,
Originality as an ability to produce uncommon or unique responses.
Elaboration as an ability to develop and elaborate on ideas.
Abstractness of Titles that based on the idea that creativity requires an abstraction of
thought.
Resistance to Premature Closure that based on the belief that creative behaviour
requires a person to consider a variety of information when processing information
and to keep an open mind.

Creativity is necessary in all field such as in art, languages, engineering etcetera. Precautions
should be take into consideration since misinterpretation between creative and innovative
may exists as differences is very thin. According to Van du Ven et. al. (1986), innovation is
perceived as new to the person involved even though it may appear as an imitation of
something that already existed. Damanpour (1996) elaborate innovation as a means of
changing an organization, either as a response to changes in the external environment or as a
pre-emptive action to influence the environment. Hence, innovation is here broadly defined to
encompass a range of types, including new product or service, new process technology, new
organization structure or administrative system, or new plans or program pertaining to
organization members (p. 694).

3.3 Critical Thinking and Ways to stimulate it

Both PW and PF states that critical thinking enable someone to solve difficult problem while
PO think that critical thinking is about thinking out of the box. Based on the perceptions from
those two participants, we can say that in order to find a solution for a difficult problems,
someone has to think beyond expectations. Beyer (1995) defined critical thinking as making
reasoned judgements on statements, news ideas, arguments, research, etc. From educational
perspective, Bloom (1956) stated that the process of critical thinking involves evaluation of
ideas, solution, arguments and evidences.

Hence, to stimulate critical thinking PO and PT suggest that a person may get the idea from
the observations to their surroundings, through a lot of readings, and asking an experienced
person in related area. Through reading many things that cannot be seen or something that is
hidden can e explained in detail so that someone will have the general picture or idea on how
the thing works. It is important especially to a person who lack of experience in a particular
area such as freshly graduated personnel so that unnecessary interpretation or decision which
will result to the wrong or inefficient solution can be avoided. The alternative way that can be
considered as faster way to obtain required information is by asking to the experienced
personnel.


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3.4 Learning Styles and Its Effect on Thinking

Learning style is very much related to the development of thoughts. Exploring the preferred
style by all the participant, learning individually is the most implemented. However, they
adopt learning in groups whenever the task need them to generate more ideas. PW agree that
from her experiences male students has better idea than female students. To test the
participants thinking ability, the researcher provide two different technical drawings. The first
drawing is cross section view which mainly used to show the hidden details of an object or
product that need consideration.

PO and PT state that sectional view is used to get information in the inside view such as
depth or shape while PF state that this view is used to see the symmetrical of the object. It
shows that they know about part of the purpose of section view without suggesting any
criteria that should take into consideration such as where the product should be cut, is it
necessarily at the centre of the object or not.

The second drawing is a plan view of a house which consist of the electrical equipment
layout placement such as fan, lamp, switch and many others. According to Jabatan Kerja
Raya (JKR) as a responsible government body for approval of a building construction, the
selection of electrical equipment and the layout of the equipment must fulfil the criteria in
terms of safety, convenience to the user, practicality, efficient and following the enactment
rules. PO and PW said that the layout of electrical equipment is depend on type of house and
the location of the power supply. PT state that the layout depend on the condition of the area.
He gives example the use of brighter lamp for the living room since it has wider area. PF
explained the layout by giving example of the location of switch supposed to be located near
the door for easy accessible.

From the opinions given by all the participant, the male students fulfilling at least one criteria
required by the JKR. A few researches explained the differences in spatial visualization skills
between genders (Ganley C. M. & Vasilyeva M., 2011; Ahmad Rafi & Khairul Anuar, 2007;
Sorby, 2007; Kaufman S. B., 2006; Brigitta & Miklos, 2006; Gorska, Sorby & Leopold,
1998). It also revealed the level of creativity of the students by relating the basic requirements
such as lamp and switch with space and function of each area. The answer by each
participants represent the result gain by one person idea. The result might be different if the
question posted to a group of student where finally they able to collect everyones idea to
produce a better end result.

4. Conclusion and Suggestion

The study has explored the potential of technical drawing in enhancing critical and creative
thinking of students. The findings revealed that how someones creativity and ways of
thinking will affect the way of their interpretation on technical drawings. The findings also
revealed the misunderstanding between creativity and innovative among engineering students
and they also was unclear about critical thing.
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It is wiser to think before speak or do something. A breakthrough creation or critical decision
that will give great impact to the populations or even to the nation depend on how creative
and critical of someones thinking. It may produce a good impact or bad impact. Therefore, it
is crucial to instil the desirability of think critically among students as early as possible. As an
educator that have direct accessibility to the students, a guidance must be given to the
students in a way to direct them how to think critically and wisely.


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