3D modeling is the core technique and the basis of 3D printing which becomes popular in 2010s. To respond the growing needs of industrial community, this study apply the cognitive-apprenticeship strategy using various teaching materials, including three-view diagram and tangible 3D materials, in the 3D modeling course. The lag sequential analysis and interviews are adopted to explore the pattern transformation of the learners’ meta-cognition behavior during the problem-solving tasks. The results show that different teaching methods and materials lead to differentiated metacognitive behaviors. Moreover, comparing to traditional instruction strategy, using 3D tangible object in cognitive-apprenticeship instruction stimulates more meta-cognition behaviors, further leads to successful problem-solving.
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