SCIENTIFIC AND METHODOLOGICAL BASIS FOR DEVELOPING SPATIAL REPRESENTATIONS IN STUDENTS WHEN TEACHING THE TOPIC "TYPES" IN THE COURSE OF ENGINEERING GRAPHICS

Аннотация

This article examines the scientific and methodological foundations for developing students' spatial representations when teaching the topic "Types" in the engineering graphics course. The study analyzes the role of innovative pedagogical approaches in the formation of spatial representations and their impact on the educational process. The paper examines the use of modern technologies, including 3D modeling, virtual reality and gamification (from the English gamification) as methods that contribute to the development of skills in creating and perceiving images. It also examines the use of collaborative teaching methods that promote cooperation between students and allow organizing the educational process in an interactive form. The results of the study are aimed at improving the quality of education and improving pedagogical methods. Keywords: Engineering graphics teaching, spatial representations, types, innovative approaches, 3D modeling, virtual reality, gamification, collaborative learning, interactive learning, pedagogical methods. Introduction. One of the most important tasks of the engineering graphics course is to develop spatial imagination and spatial thinking abilities in students. The topic of "Views" is especially important in this process. This article examines the scientific and methodological foundations for the formation of spatial representations in students when teaching the topic of "Views". Engineering graphics is an integral part of modern engineering education. This course teaches students not only how to understand and create drawings, but also significantly contributes to the development of their spatial imagination. In the context of the rapid development of technologies and production processes, the emergence of new materials and equipment in the engineering field, specialists are faced with higher requirements. For successful professional activity in the engineering field, not only theoretical knowledge is important, but also practical skills, such as theabilityto understand, analyze and create drawings and spatial models [1]. In addition, engineering graphics requires not only working with traditional paper drawings, but also the use of modern computer programs (AutoCAD, SolidWorks, CATIA and others). These programs significantly increase the requirements for spatial thinking, since in the process of working with them it is necessary to analyze three-dimensional models, optimize drawings and technical projects [6]. However, in the process of training, an urgent problem arises of insufficient development of methods aimed at developing spatial imagination, as well as the difficulties that students face when mastering the educational material. Many studies show that the effective organization of the educational process in engineering graphics, especially in the formation of students' spatial representation and their ability to solve engineering problems, is of great importance [12]. Today, the development of pedagogical technologies, including 3D http://www.internationaljournal.co.in/index.php/jasass 753 Volume15Issue03, March2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 modeling, virtual and augmented reality, opens up new opportunities for learning. The use of these approaches contributes to more active participation of students in the process of acquiring knowledge, the development of their spatial representations and an increase in the ability to independently solve real problems. Therefore, scientific and methodological research aimed at developing spatial representation intheprocess ofteaching engineering graphics is relevant. Purpose andobjectives ofthestudy Purpose of the study. To determine the scientific and methodological foundations for the development of students' spatial representation in the process of teaching engineering graphics, to develop effective pedagogical technologies and to ensure their integration into the educational process. Objectives of the study. To achieve the purpose of the study, it is proposed to complete the followingtasks: 1. Study of theoretical foundations: Analysis of the psychological, pedagogical and didactic foundations of engineering graphics and the development of spatial representation. Also, study oftheimportance ofusing modern technologies inthe educational process. 2. Analysis of the problem: Identification of the main problems arising in the development of students' spatial representation in the process of teaching engineering graphics, and analysis of existingapproaches tosolvingthem. 3. Development of methodological approaches: Development of effective teaching methods aimed at developing students' spatial representation in teaching engineering graphics. Determination of thepossibilities ofusing newtechnologies. 4. Practical application: Organization of the application of the developed methods in the educational process and evaluation oftheir effectiveness. 5. Experimentation and an