Dear András,

I´m not sure that I really understood your problem. In my situation it´s old fashion to combine theory and praxis, because our brain is not capable to understand one of the options alone. My opinion is, and I suppose this beeing correct for most scientific fields, combine these techniques, start with theoretical fundamentals, apply them in some practical exercices and summarize results and theory in a final conclusion.

Students lack meta-cognitive skills to learn about their learning,  think about what they do. Nowadays they have many distractions, including FB. They also lack dexterity and manual skills.  From home, little children should be playing with blocks and toys that promote cognitive and psycho-motor skills.  As children grow, they must be allowed to do house work, sewing cooking, plumbing, wood work etc to improve dexterity.

Dear,

While teaching very arduous and less interested subjects like physical geography, climatology, geomorphology it is indeed found how to derive the core of subject theme to the common students. However, I cites numerous common examples parallel to the ideas of subject. for instance, i always accompany students with me to the open ground to cite them process of erosion, weathering, etc. I, found this very effective.  

I agree with Sir Kamal. The topic is highly relevant for always. Sharing knowledge though interaction with each other, Allowing students to conduct classes for lower grade will improve upon their confidence level. The best part is that their teaching talent is being recognized by the higher authority. Its a big achievement to become a teacher in student life. 

Dear Hanno,

Thanks for your answer.

It is possible I was not clear. My question aims how can we (teachers) improve that our students become good professionals (specialists) and be able to work rightly and efficiently.

Dear Kamal,

I like your answer however I would like to know how can you as a university professor develop your own subjects, the practical part of your teachings that your students become better practical physicians?

So dear András,

I hope my tried answer was not too wrong. The reason for my scepsis was, I think my proposal is the very "normal" procedure at universities.

Here in Thailand we send students in their second term of the fourth year out of university to work places (teacher students in their 5th year). So, almost all students would have some practical experience related to their fields of study. 

I remember the same during my studies at the Technical University Berlin, Germany, having gone through a glass-blowing practice in my physics program. Being more theoretically oriented this was challenging and useful at the same time. 

You see Michael, it worked in spite of challenge! ;-)

In engineering curricula we did many changes in order to improve the abilities of our students. Practical and training skills being improved through internship . We did through TEMPUS project the curricula for students internship with some Universities from Serbia and Slovakia!

Such approach is described in the following attachment!

Dear @Andras, regarding my subjects in control engineering and industrial automation, I have done many improvements in lab where students spend so much time in order to get practical knowledge which could be applied immediately in enterprises like power plants, food industry, metal and machining industry...!

http://www.facultyfocus.com/articles/educational-assessment/student-internships-an-effective-assessment-model/

I think the most important thing is to make students talk about their practical knowledge and abilities and ask them which theoretical aspects they can relate to. As a  trainee language teacher educator, I often find it frustrating that we talk a lot about theory in seminars without stopping to think as to much students could take in. So i often use concrete examples from some of my school visits as potential problems and ask my students how they handle such a situation. Then i ask them which theoretical concept they can relate to. It is also important to give examples when talking about theory. I cover less theoretical concepts in a term but I can assure that what they have learnt is effective. For example, if I teach task-based language teaching, I try to give a concrete example of such teaching so that students can visualize immediately what is expected of them. A well known child language researcher said that children will remember things they have learnt, not things they have been taught. It's the same for adults too. This is something we as teachers should be aware of.

The fundamentals must be mastered in science. One of the best ways is seeing them work in practice. Hanno stated that this is normal, old-fashioned procedure at universities. There are differences in the mix of theoretical and practical at universities depending upon resources and attitudes.

Practical can be supplemented with problem solving. The questions at the end of the chapter are to show if the student comprehended the text. Problem solving is where students are given a task to solve. An example is 'Estimate the length of the hole in the side of the Titanic to within 10%.' Problem solving requires that the student identify what is needed to make the estimate, complete the estimate, and justify it.

No student should graduate without completing a project and detailed report.

Theoretical and practical experience applies only to what kind of program/field we are talking about.   For example, mathematics (pure mathematics) does not require 'practical experience' because it is a study for the knowledge's sake not for what are the implications of the results obtained in pursuing mathematics.  Engineering on other hand is a study of practical applications of science.  For example, electrical/electronics engineering is usually employed by industry and industry is not a knowledge institution but  a 'facilitator' of application of knowledge for a practical use.  Therefore, the practical aspects in engineering is very important and it needs to be up to date.  In Ontario for example, I know  that there are a lot of students going from university (after completing it) to college just to get a better chance of getting employed because I see a lot of media saying that  college students are more preferred than university students because college students are more prepared for industry.  From my experience at work (by relating to people of all level of profession such as laborer, technician, engineer, manager) and family (my father was a MSc. civil engineer) I can tell that by comparing theoretical engineer from university (like me) and practical engineer from technical institute like my father, practical engineer is far better prepared.  I often heard from  technicians that their engineers design things that often do not work and technicians usually end up fixing and 'designing'.   Fortunately, I worked as a technician then so I was 'safe'.  When I was a kid, I often heard complains from my father about 'university' engineers who do not work in  the field and instead sitting by their desks and design things that are often impractical or do not work and he spends a lot of time explaining problems to them.  I believe that engineering should never be taught in universities (theory only) but in technical institutes or polytechnic institutes that employs a balanced theoretical (university level) and practical(college level)  aspects in engineering.  Furthermore, it can go up to PhD level.  I know that this concept exists in Poland (and my father was trained in one of these) and one in Canada (Toronto, Ryerson University).  Therefore I conclude this answer that  the best way of transferring  practical knowledge depends on what field of study.   Pure Science and Philosophy does not need it because the pursuit of knowledge itself is a practical experience such as field trips, labs etc.  On other hand, fields of study such as engineering, applied science such as applied mathematics and physics, or medicine are fields  more tailored to industry therefore students need to be 'industry' level simulated not 'lab' level simulated.

As an example of how to conjugate theory and practice we created a project called NET-ECO (http://www.net-eco.eu/) with different universities and the CNR that is financed by the Italian Ministry of Economical Development. The project NET-ECO - NETwork of competencies for the monitoring of contaminated sites and the transfer of environmentally friendly technologies - aims to create a network for multi-regional technology transfer and promotion of eco-innovative environmental technologies aimed at reducing the environmental impact activities of industrial and agricultural production in areas subject to severe environmental degradation.

The main expected result is the realization of a virtual aggregate of expertise and research laboratories and private companies useful to test new technologies that can be profitably used by the companies in the area. In this project, researchers but even students can participate with ideas and proposals to respond to the needs of eco-innovative environmental technologies.

Dear Andras

Practical knowledge is a very important element in the learning process and it helps the students to be successful in life. In our university we put great emphasis on practice. Some of the steps that we follow are as follows:

Dear Kamal,

Thanks for your 2nd answer, too. You mentioned your teaching hospital, does it belong wholly to the university or is a state or city hospital. I have asked this because the charges of such an institution are quite high.

In a hospital, generally specialised knowledge is taught and can be practised like surgery, neurology, cardiology etc. Regarding general practitioners where and how can they get the practical knowledge necessary in their every day work?

Dear Ljubomir,

Thanks for your contribution. I would have still some questions about your example:

Where and for how long are your internships organised? In which year or term do these internships operate? Regarding the charges of such a complex practice, how much do they cost for a student and how are they financed?

Dear Giovanni,

Thanks for your contribution. As I could understand your NET-ECO is rather a research and expertise possibility for developing new technologies where participating is an option. Regarding your students what about the rate of students participating actively in NET-ECO? Can each of your student get practical knowledge in NET-ECO?

Dear Nageswara,

Thanks for your experience and suggestions. You mentioned Co-op and intern programmes. 3 years out of a 4-year degree program cannot mean 3 full years but I think students may have in this time obligatory internships. Am I right? How long are these programmes in terms of weeks? Who finances these intern programs?

Dear Andras

Co-op is done as a 3 credit course onetime where the students spend time in an industry to get the necessary practical exposure.

On the other hand intern is done continuously in an industry (about 20 hours per week) during the semester and in summer 40 hours per week in a single industry. It is a paid internship and typically they are paid by the industry about $10 to 12 per hour.Most of them will allow flexible working hours so that students can match with their course schedule. This is a great opportunity for the students and they are almost ready for the job by the time they graduate. It helps us also because students become more matured with interaction of regular plant personnel.

Dear @Andras, I do work at State College. Such internships are organized in second and third years of basic engineering studies at Public enterprises! It takes 30 days and there is no cost for students! Government covers all the costs!

Dear Ljubomir,

thats a concept, which works.

Andras, I can't imagine agricultural undergrads who lack practical skills in getting the ground and soil ready to plant crops.  Here is an important link, with special reference to agricultural students.  Agriculture is a broad term that that includes study of plant pests and insects, ok...

'Teaching Strategies for Developing Psychomotor Skills by Ed Osborne 

'Lancelot (1944) proposed that manipulative skill development requires a blending of the mind and muscle. He further explained that manipulative acts are guided by thought, and that a direct relationship exists between the quality of thought and the quality of manipulative performance.  Watson (1980) agreed that psychomotor skill development involves both muscle and thinking skills.'  Please read the whole paper!

http://www.nactateachers.org/attachments/article/1201/Osborne_NACTA_Journal_March_1986-16.pdf

Dear Miranda,

Thanks for your efforts you have found this article. I think it is a bit sophisticated. Regarding agricultural practice I am interested mainly in crop protection that is we train „plant doctors” thus our graduates’ work is similar to that of a physician or a veterinary.

Dear Mandira,

Thanks for your experience in the field of language teaching. Ma eldest daughter is technical translator and interpreter of English but she teaches at the same time at three various universities. As she mentioned me earlier the most important thing is the permanent practice in the form of impromptu written and oral (consecutive) translations.

Dear Adam,

Thanks for your thoughts on the relationship of theory and practice in engineering. Regarding your Polish experience, could you give me some suggestions what practical programmes are needed to become a good engineer in Poland?

Thanks Andras.  I like this article very much.  I studied at UPM; it was originally an agricultural university.  That's why I learned many things about agriculture from my friends.  I have a good friend who used to fall asleep while hoeing the earth, if she didn't drink sufficient Nescafe (coffee).

But I'm also sad that students don't have manipulative skills in science, and also lack courage.  My students seem to be a generation that waste a lot of time.  For them  to get 3 drops of blood by pricking a finger with a lancet requires 20 - 30 minutes.  I wasn't like that; my friends and I developed dexterity cooking, baking and sewing!

Dear Joseph and Palani,

Many thanks for your valuable contributions discussing general relationship of the theory practice connection.

Dear All,

As I could see practical training needs a good and well planned infrastructure at the universities as well as good and constructive contacts with the industry (production) and health care. This training and the internship opportunities need financing which is covered by the universities themselves, the state and the industry involved.

Dear All,

I am glad and thankful that so many colleagues contributed to this thread and helped my work with their knowledge and experience.

If you have still ideas on this subject they are welcome.

Thanks to You dear @Andras for posting very fine thread which gave us many fine responses and different experiences about this issue You have raised!

Great discussion! This exact problem I saw in many higher education schools!

what was the problem Yulia?

you can see attachment article....

 Thanks for this good question..

Dear Mehree,

yes, case studies are useful to prepare students for real solving of Problems. But they are not the real live solving of real problems. Therefore we use also case studies as a preparation. But then we train the students on real problems of companies integrated in the syllabus in an offer -order -relationship. Doing this we have an almost real situation between the company and the students. The teacher is the coach and has not to know everything. He has to help and to give hints to  whom the students can ask for getting answers to unsolved questions. And he will give theoretical Inputs to the practical solving or Looks for persons who know the theory and bring them together with the students. We call our 20 years old methodology: TheoPrax

Peter

Stimulating research after learning the base of a matter.

 Our universities is nothing but the temple of knowledge for the generation who had a mission in the life & endorse themselves for the career development under their self discipline so that they will become the worthy member of the life for their individual development which may create a harmony in the family & in their working environment covering social surroundings.

In this line sometimes back i have presented my publication under the captioned '' Universities Mission - A Temple of Knowledge'' which i submit herewith for your perusal .

Above all teachers must go into practice :-))

The teacher who spends the entire professional life in school - it is a bad dream.

Many of us (students) believe that universities should teach them more practical stuff and mostly stuff that the world (or business) needs and less theoritical stuff.

Most times, a student goes at university just to learn stuff so to find a good job that he would like, but most times universities don't teach us that many stuff that a business would want and we have to search for them during our studies. It's not that ideal idea to do while trying to reach a high degree.

If a student wants to occupy with research, he/she should just study a bunch of books and resources after university (for the basis too).

That applies for schools too, but that's another topic.

I think that the gap can be surmounted by the following two actions:

1- Improvement of courses to cover both principles and practical applications in real life

2- Conducting visits continuously to factories, industrial plants, etc... in order to show to the student the application of different theories in real life in different fields  

This seems to be fine resource for our way to bridge the gap between theory and practice.

Art and Science of Teaching by Robert J. Marzano

Chapter 3. What will I do to help students practice and deepen their understanding of new knowledge?

"...teachers should distinguish between declarative and procedural knowledge. Practice is more appropriate for procedural knowledge. Activities such as identifying similarities and differences and error analysis are more appropriate for declarative knowledge. Use of cooperative groups, homework, and revision activities apply well to both types of knowledge."

http://www.ascd.org/publications/books/107001/chapters/What-will-I-do-to-help-students-practice-and-deepen-their-understanding-of-new-knowledge%C2%A2.aspx