doi: 10.7763/IJIET.2016.V6.802
Integrating Scientific Inquiry Learning into Project Course of Vocational High Schools to Construct and Verify Core Competency Indicators
Chin-Wen Liao1
,
Yu-Cheng Liao2 ,
Yao-Tsung Chiang1 ,
Hui-Fen Wu1 ,
Yun-Hua Liao3
- 1Department of Industrial Education and Technology, National Changhua University of Education (NCUE), Taiwan
- 2Department of Electrical Engineering, National Taiwan University of Science and Technology, Taiwan
- 3Department of Civic Education and Leadship, National Taiwan Normal University, Taiwan
Abstract
The study aims to construct competence indicators by integrating inquiry-based learning into students’ project study at vocational high schools. Based on the competence indicators constructed, students’ competence is verified. The study adopts Delphi technique to consult opinions and suggestions from Delphi technique experts. After three rounds of repeated revision, combination, adding and deleting of questionnaire items, the “core competence indicators with the integration of inquire-based learning into students’ project study at vocational high schools” are constructed by the analysis of mode, means, standard deviation, Kolmogorov-Smirnov one sample test, and AHP with the consistency of expert opinions as well as level of importance. The competence indicators questionnaire were distributed to 255 students of the 102 academic year, to analyze the importance and IPA, and then to analyze and discuss expert weight with students’ perceptions and IPA.
Keywords
- Scientific inquiry learning
- project course
- core competency indicators
How to Cite
Chin-Wen Liao, Yu-Cheng Liao, Yao-Tsung Chiang, Hui-Fen Wu, and Yun-Hua Liao, "Integrating Scientific Inquiry Learning into Project Course of Vocational High Schools to Construct and Verify Core Competency Indicators," International Journal of Information and Education Technology, vol. 6, no. 11, pp. 836-842, 2016. https://doi.org/10.7763/IJIET.2016.V6.802
Copyright & License
Copyright © 2016 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).