Can practical intelligence from a laboratory experience be measured?

Abstract

Empirical studies of engineering practice suggest that implicit and tacit knowledge acquired through hands-on activities in laboratory classes is valuable in engineering practice. Implicit and tacit knowledge or “practical intelligence” occurs when a person learns unintentionally, could also be a useful learning outcome from a laboratory experience. Nonetheless, when evaluating laboratory exercises, the assessment involves only explicit outcomes and student perceptions. Practical intelligence has not yet been assessed or measured. Industry surveys provide strong evidence that engineering graduates do not seem to be aware of the kinds of practical intelligence needed in their work. This may result from the implicit devaluation of practical intelligence which might significantly impair engineering students’ ability to acquire and value this knowledge. Therefore, developing ways to include effective assessment of practical intelligence could be one way to overcome this difficulty. A methodology for developing effective assessment of practical intelligence is proposed in this paper.