{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80238"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80238","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Effect of Thinking Aloud Pair Problem Solving (Tapps) on the Troubleshooting Ability of University-Level Aviation Technician Students","abstract":"Learning problem solving skills is crucial for today's learners to become an active and capable problem solvers. Most technical instructors are aware of its importance, however, not many directly related resources are available for them to teach thinking skills efficiently and effectively. This study examined contemporary thoughts in teaching cognitive skills, more specifically, problem solving troubleshooting, and attempted to determine the influence and implication of situated cognition and metacognition in teaching technical subjects. The Thinking Aloud Pair Problem Solving (TAPPS) technique was used in this study to implement cooperative learning and facilitate participants' awareness of their own inert thought processes as they troubleshooting technical problems. The findings of this study showed that participants who had received TAPPS technique treatment were able to demonstrate their capability of applying learned knowledge/skills to troubleshoot faulty systems and had better troubleshooting performance than their counterparts in two other control groups.","abstract_html":"Learning problem solving skills is crucial for today's learners to become an active and capable problem solvers. Most technical instructors are aware of its importance, however, not many directly related resources are available for them to teach thinking skills efficiently and effectively. This study examined contemporary thoughts in teaching cognitive skills, more specifically, problem solving troubleshooting, and attempted to determine the influence and implication of situated cognition and metacognition in teaching technical subjects. The Thinking Aloud Pair Problem Solving (TAPPS) technique was used in this study to implement cooperative learning and facilitate participants' awareness of their own inert thought processes as they troubleshooting technical problems. The findings of this study showed that participants who had received TAPPS technique treatment were able to demonstrate their capability of applying learned knowledge/skills to troubleshoot faulty systems and had better troubleshooting performance than their counterparts in two other control groups.","abstract_has_math":false,"creators":["Chung, Shih-Ping"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Johnson, Scott D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:07Z","date_published":"2015-09-25T19:56:07Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Industrial"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9904415"],"render_values":[{"text":"(MiAaPQ)AAI9904415","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80238","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johnson, Scott D."]},{"key":"dc:creator","label":"Author","values":["Chung, Shih-Ping"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:07Z","10000-01-01","1998"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Industrial"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80238","(MiAaPQ)AAI9904415"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Learning problem solving skills is crucial for today's learners to become an active and capable problem solvers. 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The findings of this study showed that participants who had received TAPPS technique treatment were able to demonstrate their capability of applying learned knowledge/skills to troubleshoot faulty systems and had better troubleshooting performance than their counterparts in two other control groups.","Made available in DSpace on 2015-09-25T19:56:07Z (GMT). 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Most technical instructors are aware of its importance, however, not many directly related resources are available for them to teach thinking skills efficiently and effectively. This study examined contemporary thoughts in teaching cognitive skills, more specifically, problem solving troubleshooting, and attempted to determine the influence and implication of situated cognition and metacognition in teaching technical subjects. The Thinking Aloud Pair Problem Solving (TAPPS) technique was used in this study to implement cooperative learning and facilitate participants' awareness of their own inert thought processes as they troubleshooting technical problems. 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