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[[alternative]]A study of problem-solving process comparity of taking strategy-teaching for learning engineering drawing sectional view

By [[author]]陳美保, [[author]]Chen. Mei-Bao, 陳美保 and Chen. Mei-Bao


[[abstract]]The study aims to explore the problem-solving process of sectional view by mechanical engineering related students and the difference between take the strategy-teaching or not to them so as to serve as reference for improvements in teaching and studying sectional view. The study complies the subjects' behavior in producing sectional view of objects with the thinking aloud approach, and also applies quantitative statistic methods to analyze the impacts of the space concept on the problem-solving behavior of subjects with different majors. According to the findings in the study, the following conclusions are this drawn from the research: 1. The "changing strategy" and "drawing hidden line in every views" appear frequently before take strategy-teaching, "narration process and strategg-taking order" and "narrating the reason of strategy-taking". 2. The different order of problem-solving by problem solver can make the difference of problem-solving effenciency. 3. The problem-solving behavior have more frequencies of problem-solving, and their problem-solving behavior exhibited more broadly and differently. 4. It has obviously progress in problem-solving effenciency after taking strategy-teaching. Based on the study, the following recommendations are made regarding the teaching of sectional view: more strategic behavior should be acquired by the learners so as to improve their ability to draw the sectional view of object; systematic problem-solving approaches should be provided for the learners in order to enhance their problem-solving ability; and teachers are encouraged to use material objects or models in their teaching for the purpose of helping the learners improve their concept of space, view choices and strategic applications.

Topics: 策略教學, 解題歷程, 有聲思考法, 剖視圖, strategy-teaching, problem-solving process, thinking aloud approach, sectional view, [[classification]]53
Year: 2010
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