Abstract
This study of junior high school students examined the process for skill development using a cognitive approach as observed through student manipulation of a cold chisel. In particular, skill schema formation was examined. We concluded that student performance types can be divided into three main categories: cognitive preceded type. The work of the students before and after advising were graded and compared. Measurement of performance times and movement analysis were also conducted. Students were interviewed about their thinking processes during the performance of the tasks. After analyzing student comments, we found that each performance type shared common thought patterns. We were thus able to obtain a better grasp of the status of student learning, and gained valuable information on how to advise students better in the technical training classroom.
