The Study of Mechanical Engineering Undergraduates Applying Self-Reflective Learning to Improve the Competence of Electronic Critical Thinking

[[abstract]]Title: The study of Mechanical engineering undergraduates applying self-reflective learning to improve the competence of electronic critical thinking This research responds to ASEDNC’s (Applied Science Education Division of National Science Council) request (S575) for research focusing on “the development and assessment of engineering students’ competence”. The primary goal of this research is to build a model in which self-reflective learning improves electronic key competence of critical thinking. Based on this, we will further develop teaching materials, teaching instruments, and web-based learning platform and evaluate the usage and effectiveness of them. This plan will adopt both qualitative and quantitative research methods. This research is a three-year plan with the following purposes: (1) Develop the indicators and measurement scales of electronic key competences of critical thinking for college students in Department of Mechanical Engineering (2) Design and create a web-based learning system that helps ME undergraduates learn critical thinking skills through self-reflective learning. (3) Develop teaching materials that enhance the key competence of electronic critical thinking through self-reflective learning. (4) Develop measurement scales for students’ attitudes toward self-reflective learning, electronic key competences of critical thinking, and online learning platform. (5) Investigate the difference in learning efficiency between traditional learning and self-reflective learning method. (6) Examine the students’ learning effectiveness of using traditional learning method and self-reflective learning method. (7) Create a suitable model in which self-reflective learning increases electronic key competence of critical thinking in ME undergraduates’ courses. In addition, the research outcomes are expected to be submitted to and published on high-quality of SSCI academic journals.