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Article
Author(s)
Jen-Chia Chang (Richard)
Full-Text PDF XML 874 Views
DOI:10.17265/2161-623X/2019.02.001
Affiliation(s)
National Taipei University of Technology, Taipei, Taiwan
ABSTRACT
In capstone curriculums at
the senior high school stage of technical high schools, capstone projects are
required for students to produce the final product in the end of class. This study was designed
to explore the effect of applying an inquiry-based learning (IBL) teaching
strategy into capstone projects (CP-IBL) to promote students’ inquiry ability and
creative thinking. Students in two classes of a three-year major in electrical engineering participated.
One class was assigned to an experimental group that was facilitated by a CP-IBL
strategy emphasizing inquiry ability and creative thinking, while in the control group
was taught with a traditional lecturing approach. There were seven stages used,
including engagement, question, design, discussion, production, evaluation, and
revision as the main framework for the
experimental group, which was implemented in CP-IBL. Using a
quasi-experimental research approach, ANCOVA analyses of abilities measures
pre- and post- teaching showed inquiry ability and creative thinking of the
experimental groups was significantly better than that of the control group.
KEYWORDS
inquiry-based learning (IBL), capstone project, quasi-experiment design, creative thinking ability, inquiry ability, IBL embedded in capstone project (CP-IBL)
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