Dr. Mingchang Wu, Dr. Chen-ju Ko, Wayne Tan & Ho Yuhuan,
National Yunlin University and Science and Technology, Taiwan
The improvement of university students’ reasoning skills increasingly attracts abroad attention due to the knowledge explosion and information chaos in recent years. This study, taking an empirical approach, was conducted to identify the effects of the innovative curriculum, integrated into professional courses, on the enhancement of students’ reasoning skills achievement. This study also addressed the auxiliary purpose to in-depth scrutinize the potential factors constructing these complicated and abstract reasoning skills. Systematic analyses on the instructors’ portfolios, which chronicled instructors’ teaching and their inner reflection, were employed in this qualitative research to observe the longitudinal processes of students’ reasoning skills development. The significant progress was found in students’ reasoning skills and instructors’ teaching enthusiasm within the 18-week innovative intervention. Some suggestions on the teaching activities, performance assessments, and university education were subsequently provided for the sustainable improvement of these skills.
The above abstract is a part of the article which was accepted at The Second International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR), 1-2 February 2018, Iran-Ahwaz.
