INTEGRATED METHODOLOGY OF DESCRIPTIVE GEOMETRY AND TECHNICAL DRAWING IN DEVELOPING SPATIAL THINKING

Аннотация

This article explores the effectiveness of teaching descriptive geometry and technical drawing in an integrated manner to develop students' spatial thinking. Through practical examples and visual exercises, the study analyzes how the combination of these two subjects in the educational process influences students’ ability to perceive space, analyze drawings, and develop modeling skills. Keywords:spatial thinking, descriptive geometry, technical drawing, integrated methodology, visualperception, engineering drawing, graphic literacy. Today, digital transformation, technological integration, and competency-based approaches in education are gaining global importance. In particular, in technical and engineering fields, forming students’ spatial thinking and preparing them as highly qualified professionals capable ofworking with complex geometry and drawings has become a critical task. Spatial thinking is the ability to imagine, model, manipulate, and make decisions based on a three-dimensional environment. This type of thinking plays a vital role in many fields such as engineering, architecture, design, technology, medicine, and even art. However, traditional educational approaches aimed at developing this ability often rely on separated, standalone subjects. As a result, students face difficulties in applying knowledge integrally and analyzing complex shapes. Descriptive geometry and technical drawing are fundamental subjects for developing students’ spatial and graphic thinking. Descriptive geometry teaches the projection of geometric objects, while technical drawing focuses on creating, analyzing, and reading real object drawings. However, teaching these subjects independently does not fully allow students to integrate theoretical knowledge with practical applications. Therefore, teaching them through an integrated methodology that connects geometric theory with technical-practical skills is essential for enhancing learning effectiveness. Integrated approaches expand students’ thinking, encouraging them to think visually, analyze drawings critically, and engage in spatial modeling. Especially when combined with page1076 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai modern digital tools (such as AutoCAD, Fusion 360, GeoGebra 3D, SketchUp), teaching these two subjects in harmony helps students prepare to design, model, analyze, and defend their own projects. In this regard, the article theoretically and practically explores the mechanisms of developing spatial thinking through the integrated teaching of descriptive geometry and technical drawing. The study reveals the effectiveness of this approach in enhancing students’ graphicthinking and engineering skills. Theresearch was conducted in thefollowing stages: 1. Theoretical Analysis – A study of advanced methodological literature on spatial thinking, graphic subjects, andintegrated education. 2. Experiment – Two groups were formed: one taught traditionally, and the other through anintegrated methodology. 3. Digital Tools – Lessons were organized using AutoCAD, GeoGebra 3D, SketchUp, and Compass-3D. 4. Assessment Criteria – Evaluation of students’ drawing accuracy, ability to manipulate geometricconstructions, level of3Dmodeling, and visualanalysis skills. Lessons conducted using the integrated methodology in the experimental group yielded the followingoutcomes:  Spatialthinking indicators improved by23%.  Skillsin analyzing and modeling geometric objects significantly improved.  Theoretical knowledge from descriptive geometry was successfully applied in practical tasks oftechnical drawing.  Positiveprogress was observed in graphic thinking, precision, andalgorithmicreasoning. These results show that integrated teaching of graphic subjects fosters holistic graphic literacy among students. By applying geometric constructions from descriptive geometry to real objects in technical drawing, students can effectively transfer knowledge to practical contexts. Through such activities, they gain a deep understanding of spatial manipulation, symmetry, projection, andtransformation. Incorporating digital technologies (3D modeling, VR/AR components, interactive simulations) into the teaching process significantly enhances its effectiveness. Integrated lessons are especially important for students in STEM fields. This approach helps prepare qualified personnel formodern industries such as CAD/CAM, architecture, andautomation. Teaching descriptive geometry and technical drawing together through an integrated methodology effectively develops spatial thinking. This approach creates a strong link between graphic knowledge and practical skills, supporting the formation of technical thinking, engineering culture, and creative design potential. page1077 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFac