Transcript A Novel Instructional Approach to Metal Forming in the Technology-oriented College Yuan-Chuan Hsu & Li-Chin Chiang.

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
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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
Regulation of cognition
Knowledge about
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
Rolling
Forging
Bulk
deformation
processes
Metal
forming
Extrusion
Drawing
Sheet
metalworking
processes
Stamping
The Metacognitive Instructional
Framework for Metal Forming
Teacher
Students
Explanation
Feedback
Metal
forming
Discussion
Dialogue
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
5.000
4.500
Evaluated scores
4.000
3.500
3.000
2.500
2.000
1.500
1.000
Average value
Critical value
0.500
0.000
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Analysis items
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