Simulations for junior engineering and technology students: teachers’ ability to use design process to promote psychomotor skills

Abstract

As an integral part of the 4th industrial revolution, simulation enables engineers and artisans to evaluate the effectiveness of the product before developing the final one. In South Africa, simulation is promoted to support students to develop artefacts that resemble the actual technological solutions. This study used a qualitative research approach and a case study design to explore teachers’ ability to use design process to promote contemporary psychomotor skills. Four teachers were purposively sampled considering their experiences. Data was collected through questionnaire and semi-structured interviews and analysed against Maria’s Simulation Model and the design process to some extent. The study revealed that teachers were aware of the advantages simulations have in equipping learners with psychomotor skills, however, they did not have means to support students to enact their creative and critical thinking skills. The study recommends a strong pedagogical expertise in dealing with simulations and the design process. Teachers should be conversant with various simulation models and implement them accordingly because technological design process provides effective platform for simulation.