A Novel Instructional Approach to Metal Forming in the Technology-oriented College

A Novel Instructional Approach to Metal Forming in the Technology-oriented College

Yuan-Chuan Hsu & Li-Chin Chiang

Abstract ~1

develop a novel instructional approach applicable to professional technical courses in the technology-oriented college

Through the employment of metacognitive theories and techniques, a researcher-designed course for Metal Forming was enacted at the National Formosa University (NFU) in Taiwan

Abstract ~2

based on the questionnaire survey ＞＞ fostered students’ self-directed learning attitude ＞＞ facilitated the learning climate ＞＞ improved the students’ learning outcome significantly.

Abstract~3

The study suggested that the students in the professional technical courses would become much more active and engaged due to the increase in their metacognitive awareness and strategy use.

Contents

1. Introduction 2. The Metacognitive Theories 3. The Contents and Teaching Objectives of Metal Forming 4.The Mrtacognitive Instructional Design for Metal Forming 5. The Analysis of The Learning Effects 6. Conclusion

Introduction

metal forming has grown as an important development focus in advanced manufacturing technology

Metal Forming has been one of the important specialized courses in the departments of mechanical engineering in technological institutes in Taiwan.

students can acquire cognitive skills, and enhance reading comprehension and learning outcome through the use of metacognitive strategy instruction.

Introduction

the current study seeks to employ metacognitive theories to the course design of specialized techniques instruction in Metal Forming

the novel instructional strategy will stimulate the teaching of specialized techniques in technological institutes and efficiently contribute to the students’ learning outcomes

The Metacognitive Theories

Metacognition is most broadly defined as awareness and control of one’s cognition

Brown’s Illustration for the Connotation of Metacognition

Metacognition

Knowledge about cognition

Regulation of cognition

One’s knowledge about cognitive information

Knowledge about the interactions between the learner and the environment

Planning Monitoring Testing, revising, and evaluating

The Contents and Teaching Objectives of Metal Forming

1. to understand the fundamental principles in plastic working

2. to obtain the techniques in rolling, forging, extrusion, drawing and stamping

3. to be aware of the facilities and tools for plastic working

4. to familiarize with the development tendency in various techniques in plastic working

Classification of Metal Forming Operation

Metal forming

Bulk deformation processes

Sheet metalworking processes

Rolling

Forging

Extrusion

Drawing

Stamping

The Metacognitive Instructional Framework for Metal Forming

Metal forming

Explanation

Discussion

Dialogue Feedback

Students

Teacher

Four-step instructional procedure Explanation: The teacher explicitly explained the unit goals, teaching

procedures and strategies for the course Metal Forming so as to make the students aware of the main points as soon as possible and proceed to the best learning state.

Dialogue: The teacher pointed out the learning points. Through the

dialogues with the teacher, the students participated in the teaching procedures and gradually took on their responsibility for learning.

Discussion: Students elaborated, had peer discussions and dialogues based on the clues given by the teacher. The responsibility for learning was shifted to the students who exactly thought over what they had learned and expressed out.

Feedback: The teacher repeatedly stimulated and gave praise to the students’ performance. Meanwhile, the teacher gave feedback and made adjustment through dialogues with the students to enhance their active participation and learning motivation.

Questionnaire

students’ prediction strategies (Items 1-4), monitoring strategies (Items 5-7) summarizing strategies (Items 8-9) self-questioning strategy (Item 10) clarifying strategies (Items 11-12) learning evaluation (Items13-16)

Survey items ~1

1. I think about the main idea of each paragraph after I finish reading it.

2. I glance at the headings and illustrations to predict the content of the paper

3. I look at the title of the paper and think about to what extent I already know about this topic.

Survey items ~2

4. I look it up in the dictionary or in other materials when I don’t understand the certain part of the paper.

5. I repeat the main points in the paper. 6. I try to repeat the part or slow down

whenever I encounter problems in reading the paper.

7. I reminisce repeatedly about the context and figure out the relationship when I am reading.

Survey items ~3

8. I mark or highlight the main points. 9. I try to figure out the answers to the

questions after reading. 10. I self-question or reminisce about the

important contents after reading. 11. I try to integrate or associate the concepts

learned from the current paper with those obtained in other courses.

12. I consult others when I find difficulty reading the paper.

Survey items~4

13. I think I should take the responsibility for my learning.

14. I feel I can manage and have good command of my learning.

15. I have a further understanding of metal forming.

16. I feel the classroom learning atmosphere is light and harmonious.

The Analysis of Learning Effects for Metal Forming Techniques after the Metacognitive Strategy Instruction

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16Analysis items

Evalu

ated s

cores

Average valueCritical value

CONCLUSION

This study aimed to enact the metal forming lessons metacognitively in the technology-oriented college.

The study highlights the importance of increasing the students’ metacognitive awareness and strategy use and sheds some light on the instruction of professional technical courses in technology-oriented colleges.

Thanks