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Constructing the Norm of the Problem Solving Abilities of Senior Students of Ming-Chi University of Technology

Abstract

Lots of research regarding the Science-Technology-Society issues reveal that the problem solving ability should be more important for students. The high level cognitive skill may help the students to face the future complicate development of the society. The ability of the problem solving is thus the front one of the education goals. Especially in this decade most of the senior high school students easily take the permissions to the University in Taiwan. The curriculum of each department in the University may formulate and hence help those students to get their career once they graduated. Assisting the practical training in the factory of an actual position with the University may enhance the professional experiences and abilities of those students. However, the actual enhancements of the abilities of the students during the practical training of the sandwich program are still unknown. By the education study approach, the problem solving inventory for the sandwich program students is constructed to assess the ability variation before/during/after the practical training. The circle of the pre-testing, statistical analysis, expert consulting and assessing would feed back the ability variation to the fundamental science courses to construct the proper teaching modules of this special sandwich program in University. The inventory of the ability is constructed for the portfolio assessment of each student on the problem solving ability. And therefore the database of this assessment can be derived to indicate the performance of the practical training of the sandwich program. This project provides the enhancing model of the problem solving ability and the relationship between fundamental science course and the training. Furthermore, the feedbacks of the ability assessments of each student to the related teachers to improve the teaching modules are worthful for the higher technical and vocational education.

Introduction

Kolb's (1985) experiential learning model (ELM) has been one of the most influential models of learning. The ELM has been widely used by educators for a variety of different purposes of the using with higher education students (Armstrong, 2000) and in professional education (Rakoczy & Money, 1995). The students of studying in technological universities of Taiwan derive the vocational training which differs from the general university. For constructing of the learning environment for practical training by the Kolb’s ELM is therefore very important. Many schools have been adopting sandwich programs containing of the practical training to help their students to learn the professional know-how. Obviously, sandwich programs are profitable for designing the practical learning environment and minimizing the gap between theories and practices (Patterson, 1981, Lindsey et al., 1999). The implementation of sandwich programs of university may be diverse of a half year or a full year in the private incorporation during the tertiary education. Basically, learning alternates between school and factory. No matter how the diverse of sandwich programs, seeking an instructive company for students is the most important. Not all sandwich programs can be naturally successful. Intrinsically, factory practice is a process of “learning by doing”. If cooperative companies cannot provide instructive learning environments, the practiced students maybe become low-cost labors. Therefore, “how to grade the student’s achievements and discriminate the qualification of factories” is the principal concern of the faculty administering the sandwich program. Ming Chi University of

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Tsai, H. (2010, June), Constructing The Norm Of The Problem Solving Abilities Of Senior Students Of Ming Chi University Of Technology Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--15995