The main purpose of this study was to apply Finland’s phenomenon-based learning pedagogy to the professional courses for vocational high schools in Taiwan and to examine its influence on student performance, especially on the deeper learning and understanding. The study was a two-year project. For the first year, we developed a set of industrial-oriented and phenomenon-based teaching model, curriculum, and related assessment tools for evaluating students’ performance. In the second year, we conducted a quasi-experiment to explore how the innovative pedagogy effected students’ learning behaviors and skills on inquiry-based learning, problem-solving, integrating, creativity thinking, and team work ability. The major method was quasi-experimental design, interview, and observation. The study finally produced a set of good quality teaching model and curriculum for vocational high schools based on the industrial-oriented and phenomenon-based pedagogy. In addition, the quasi-experimental results indicated that this teaching model would significantly increase students’ inquiry-based learning, problem-solving, integrating, creativity thinking, and team work ability. The findings would help teachers understand how to conduct the industrial-oriented phenomenon-based teaching model in the practical classrooms.
|Effective start/end date
|2018/08/01 → 2021/01/31
- industrial-oriented phenomenon-based teaching
- professional courses in vocational high schools
- inquiry-based learning
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