ABSTRACT When teaching engineering design, sketching is a key element of design thinking that facilitates connection of hands and minds. As engineers use various graphical illustrations to conceptualise, communicate, and record design ideas, students make sketches to develop their design ideas. However, sketching instructions in engineering education often highly focus on technical drawing rather than strategic sketching. The study made three observations of sketching instructions from fourth-grade elementary science classrooms with two different sketching strategies and one control. The first group was instructed with effective uses of schematic symbols, the second group was introduced to a 2D template that showed the layout of the design product, and the third group was the control group. The study captured students’ design processes using video and audio records and sketching outcomes. The results showed that teaching young students the strategic use of schematic symbols helped generate high-quality design sketches and effective design cognition. The group that used a 2D layout also produced quality design sketches and more diverse design strategies compared to the control group. The results can inform science and engineering educators that sketching instruction for young students must shift to facilitating design thinking in order to eliminate cognitive overload in sketching.

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素描教学对小学生设计认知的影响：三种素描方法的研究

摘要 在教授工程设计时，素描是设计思维的一个关键要素，它促进了手和思想的联系。当工程师使用各种图形插图来概念化、交流和记录设计想法时，学生会制作草图来发展他们的设计想法。然而，工程教育中的素描指导往往高度关注技术制图而不是战略性素描。该研究对四年级基础科学教室的素描指导进行了三项观察，其中包括两种不同的素描策略和一种控制。指导第一组有效使用原理图符号，第二组介绍显示设计产品布局的 2D 模板，第三组是控制组。该研究使用视频和音频记录以及草图结果来捕捉学生的设计过程。结果表明，教年轻学生战略性地使用示意图符号有助于生成高质量的设计草图和有效的设计认知。与对照组相比，使用 2D 布局的组还生成了高质量的设计草图和更多样化的设计策略。结果可以告知科学和工程教育工作者，年轻学生的素描教学必须转变为促进设计思维，以消除素描中的认知过载。与对照组相比，使用 2D 布局的组还生成了高质量的设计草图和更多样化的设计策略。结果可以告知科学和工程教育工作者，年轻学生的素描教学必须转变为促进设计思维，以消除素描中的认知过载。与对照组相比，使用 2D 布局的组还生成了高质量的设计草图和更多样化的设计策略。结果可以告知科学和工程教育工作者，年轻学生的素描教学必须转变为促进设计思维，以消除素描中的认知过载。