ABSTRACT In CAD modelling, there is no one general standardised teaching-learning methodology. We use the strategic-learning methodology, maintaining design intent, fully aware that it is necessary to modify CAD models for their reuse. Questions concerning the thought processes of students when modelling with CAD and the strategies that they choose that best maintain design intent arise in the course of using the 3D modelling programmes. Our aim here is to determine the importance of adaptive expertise in the results of CAD models and, particularly, in one of its constructs: design intent. To do so, CAD-based experimentation took place over two years with 78 third-year students in the first year and with 53 third-year students in the second year from the subject module of Graphic Engineering, on the Degree in Mechanical Engineering of the University of Burgos (Spain). At the start of the year, the students conducted a survey to measure adaptive expertise. Subsequently, in the first year of experimentation, the students prepared various CAD models and the design intent was evaluated in one of them (a connecting rod or conrod), broken down into the skeleton, the structure, the modifications and the constraints. In the conrod exercise, the students also completed a questionnaire both before and after designing their models, which were analysed to detect the thought processes and the strategies that they had applied. In the second year of experimentation, design intent was incorporated in various exercises at the beginning of the year, in addition to the conrod. The main conclusion is that the correct division of the part into its pieces and adaptive expertise improved the results in relation to design intent in the CAD.

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自适应专业知识在 CAD 学习中的重要性：保持设计意图

摘要 在 CAD 建模中，没有一种通用的标准化教学方法。我们使用战略学习方法，维护设计意图，充分意识到有必要修改 CAD 模型以供重用。在使用 3D 建模程序的过程中会出现有关学生在使用 CAD 建模时的思维过程以及他们选择的最能保持设计意图的策略的问题。我们的目标是确定自适应专业知识在 CAD 模型结果中的重要性，特别是在其结构之一：设计意图中。为此，基于 CAD 的实验进行了两年多的时间，第一年有 78 名三年级学生，第二年有 53 名三年级学生参加了图形工程学科模块，布尔戈斯大学（西班牙）机械工程学位。年初，学生们进行了一项调查，以衡量适应性专业知识。随后，在第一年的实验中，学生们准备了各种 CAD 模型，并评估其中一个（连杆或连杆）的设计意图，分解为骨架、结构、修改和约束。在 conrod 练习中，学生们还在设计模型之前和之后完成了一份问卷，这些问卷被分析以检测他们所应用的思维过程和策略。在实验的第二年，除了连杆之外，设计意图还被纳入年初的各种练习中。