Author(s)

Juan Fu ¹, Zhenhuan Ye ¹, Ming Lv ²

Affiliation(s)

¹ School of Engineering, Zunyi Normal University, Zunyi, 563006, China
² School of Mechanical, Electronic and Control Engineering, Beijing Jiaotong University, Beijing, 100044, China

Corresponding Author

Juan Fu

ABSTRACT

Engineering fluid mechanics is a challenging foundational course due to its high cognitive demands. This study introduces the "Layered Progressive Teaching Model" (LPTM), integrating Bloom's Taxonomy with Cognitive Load Theory. The model establishes a comprehensive framework through three key mechanisms: cognitive objective layering, progressive teaching activities, and collaborative feedback and evaluation. A quasi-experimental design at an undergraduate institution compared an experimental group (N=51) with a control group (N=69). Results showed that the experimental group significantly outperformed the control group in homework, final exam scores, and overall performance, with effect sizes of 1.64, 1.72, and 2.09, respectively. These findings demonstrate the model's effectiveness in improving student learning outcomes and provide insights for teaching reforms in complex engineering courses.

KEYWORDS

Layered Progressive Teaching Model, Cognitive Objective Taxonomy, Cognitive Load Optimization, Engineering Fluid Mechanics, Empirical Study

CITE THIS PAPER

Juan Fu, Zhenhuan Ye, Ming Lv, Layered Progressive Teaching Model: An Empirical Study on Engineering Fluid Mechanics Course. Curriculum and Teaching Methodology (2024) Vol. 7: 152-159. DOI: http://dx.doi.org/10.23977/curtm.2024.070923.

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