Students will learn about various methods of material processing. These activities will help develop your critical problem-solving skills, build instructional cognition, and broaden your ability to think creatively. We believe that a hands-on approach to constructing these skills is essential to building a stronger comprehension of the material. The study “Realist hands-on learning approach” says this about the approach of hand-on learning within STEM fields:

“A hands-on learning approach aided by mathematical manipulatives and models, which relies on the constructivist philosophy of education, is learning by doing. Contextualization and situating learning also provide meaningful learning as they promote the application of students’ prior experience and daily life experiences to boost understanding of abstract ideas”

We aim to use a variety of methods to teach students how to work in material processing and the workshop. This case study was conducted by Daniar Setyo Rini, Adisyah Putra, and Diana Vivanti Sigit, shows how different styles of learning affected their outcome of motivation in tasks. Students in the Project Learning Based courses obtained a higher level of critical problem-solving skills than the students in the STAD classes. The following is a statement from the scholarly article:

“Overall, students in PBL classes with high motivation and visual learning styles have the highest average value of critical thinking skills compared to other student groups. PBL learning model in its application on ecosystem material gives flexibility to the students to create a product associated with a material that will be given. Students with the PBL learning model has a greater responsibility for learning than students who are in traditional classrooms (STAD)”

Developing On-Line Courses for Visual / Kinesthetic Learners: A Case Study

1. The first is the “activist” (concrete experience) learner who enjoys active ways of learning. They love new experiences or identifying fresh problems to solve; they thrive on the excitement of the moment and enjoy being a team member. On the other hand, they are not happy when they have to work on their own, have to follow precise instructions, or sit and listen to lectures. They enjoy participation and group learning.

2. Second, the “theorist” (reflective observation) learner enjoys having their minds stretched and challenged; they are analytical and happier with complex ideas. They are at home testing out assumptions and are rarely swayed by emotions. They would rather be dealing with ideas than emotions. They prefer not to make quick decisions and need to be allowed the time to examine their subject in depth. A theorist is uncomfortable with an activist.

3. Third, the reflector (abstract conceptualization) learner enjoys having plenty of time to observe what is taking place before embarking on a project. They feel at ease when they can ponder what they are doing and prefer not to work against deadlines. They feel resentment if there is an expectation for them to do something spontaneously.

4. Last, the pragmatist (active experimentation) learner enjoys being able “to see the point of something.” They like to know that what they are learning is practical and has a useful output at the end of the course. They thrive on plenty of practice and often need strong guidance as to how to complete a task. They de-value theory and value anything that pertains to real life (Corder, 2002).