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

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

2. 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

3. Abstract ~2 • based on the questionnaire survey ＞＞fostered students’ self-directed learning attitude ＞＞facilitated the learning climate ＞＞improved the students’ learning outcome significantly.

4. 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.

5. 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 Analysisof The Learning Effects • 6. Conclusion

6. 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.

7. 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

8. The Metacognitive Theories • Metacognition is most broadly defined as awareness and control of one’s cognition

9. 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 Brown’s Illustration for the Connotation of Metacognition

10. 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

11. Rolling Forging Bulk deformation processes Extrusion Metal forming Drawing Sheet metalworking processes Stamping Classification of Metal Forming Operation

12. Teacher Students Explanation Metal forming Dialogue Feedback Discussion The Metacognitive Instructional Framework for Metal Forming

13. 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.

14. 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)

15. 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.

16. 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.

17. 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.

18. 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.

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

20. 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.

21. Thanks