Interactive Learning Environments, 2013 http://dx.doi.org/10.1080/10494820.2013.851091
Identifying students’ difficulties when learning technical skills via a wireless sensor network Jingying Wanga, Ming-Lee Wenb and Min Jouc*
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a
Physics Department, Capital Normal University, Beijing, People’s Republic of China; bGraduate Institute of Education, Taiwan Shoufu University, Tainan City, Taiwan; cIndustrial Education, National Taiwan Normal University, 162, Section 1, He-Ping East Road, Taipei 10610, Taiwan (Received 30 June 2013; final version received 2 September 2013) Practical training and actual application of acquired knowledge and techniques are crucial for the learning of technical skills. We established a wireless sensor network system (WSNS) based on the 5E learning cycle in a practical learning environment to improve students’ reflective abilities and to reduce difficulties for the learning of technical skills. Student learning was investigated using a Technical Expertise Assessment Form and Reflective Abilities Investigation Tool that we had developed. Results of the forms showed that the 5E learning cycle-based WSNS helped improve students’ reflection and the ease in acquiring technical skills. Students’ reflection was also shown to be significantly correlated with the learning of technical skills. We concluded that reflection provided by the sensory functions of the WSNS was able to reduce students’ difficulties when learning technical skills. Keywords: technical skills; learning difficulty; wireless sensor network
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Introduction
Technical education is the major training system for engineering, technical, and industrial management professionals necessary for any country’s economy. As world population continues to increase and exert ever-increasing pressure on our resources and natural environment, engineering and technical skills have become increasingly important in providing constructive solutions to emerging problems. The Accreditation Board for Engineering and Technology (ABET, 2002) in the USA has designated 11 new assessment indicators for engineering education: (1) the ability to apply mathematical, scientific, and engineering knowledge; (2) the ability to implement design, experimental analysis, and data processing skills; (3) the ability to design a component, a system or a process in response to a specific need; (4) the ability to integrate various disciplines; (5) the ability to verify, guide, and solve engineering issues; (6) an understanding of professional ethics and social responsibility; (7) effective expression and communication skills; (8) understanding the impact of engineering issues on the global environment and societies worldwide; (9) lifelong learning skills; (10) the knowledge behind modern issues; and finally, (11) the ability to utilize various techniques and *Corresponding author. Email:
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