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1
Baird, Craig A. "Cognitive apprenticeship in a building design office." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1065.
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This thesis presents a research study that investigated student learning in a mentor supported design office situation, using a cognitive apprenticeship learning approach that utilised authentic design project tusks. In this study, 29 final year Technical And Further Education (TAFE) building design students undertook authentic building design projects with expert building designers, who acted as mentors, in commercial design office situations. The mentors guided student learning by using a cognitive apprenticeship approach to learning, implemented with authentic design projects designed to replicate the everyday culture of practice activities typical of commercial design office operations. This study follows the progress of these students as they worked in collaboration with their mentors in the design and presentation of design solutions developed for the projects. Data about the students' learning experiences in this setting were collected and analysed to determine their learning outcomes, the kinds of knowledge acquired and the means through which knowledge was transferred in the study situation. A holistic interpretivistic approach was used to collect data in three phases. The first of these was a pilot-study with the other two phases providing the main data gathering parts of the study. Much of the focus of the third phase of this study was on verifying findings emergent from analysis of data collected in the first two phases, as well as seeking greater understanding of the study phenomena. Throughout each of the three phases, data were collected from multiple sources, which included interviews, direct observations, personal journals and drawings. Analysis of the data showed that using cognitive apprenticeship learning methods organised around mentor supported authentic projects implemented in authentic commercial design office situations provided successful transfer of declarative, tacit and procedural knowledge from the mentor to the students. This thesis concludes with recommendations for the classroom application of cognitive apprenticeship learning methods, as used by the expert building designers who participated in this research.
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Szumlic, Thomas Stephen. "Architectural Apprenticeship: A Case Study of Exemplary Practice." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7095.
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The purpose of the study was to describe the nature of the architectural apprenticeship experience from a curricular, instructional, social, and transformative perspective to help interns move from novice status to entry-level expertise in architectural practice. The study examined the apprenticeship experience from a holistic perspective to develop a better understanding of the architectural internship program. To meet the study purpose and inquiry, a case study research design was used to explore and describe the nature of the apprenticeship experience from the perspectives of three stakeholder groups: the interns, the mentors, and the members of the community of practice (CoP). Overall, as evidenced by the perspectives of the Interns, the Firm serving as the case study emphasized all-aspects of architectural practice as the basis for the development of a holistic apprenticeship experience. That is, the Interns participated in the whole of the Firm’s architectural practice. Additionally, the Firm used work- and project-based learning as the vehicle for the apprenticeship curriculum and instruction. As a result, the Interns were grounded in authentic learning and work contexts requiring the application of architectural knowledge and skills. Further, because of the all-accepts of architectural practice and the grounding of work- based and project-based learning, the interns purposefully progressed in expertise through increased participation in architectural projects requiring enhanced demands in terms of knowledge and skills. Study findings highlighted the role of a holistic approach to the apprenticeship experience, the value of immersion in all aspects of architectural practice, and the firm’s commitment to be engaged in a process of shared transformation. As such, related findings should be helpful in the conceptualization and implementation of the architectural apprenticeship experience in the field.
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Spielmann, Daniel [Verfasser]. "E-Portfolio in der Schreibberatungsausbildung : Cognitive Apprenticeship und reflexive Praxis / Daniel Spielmann." Bielefeld : W. Bertelsmann Verlag, 2017. http://d-nb.info/1147813159/34.
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Adenowo, Adetokunbo. "Augmented conversation and cognitive apprenticeship metamodel based intelligent learning activity builder system." Thesis, De Montfort University, 2012. http://hdl.handle.net/2086/8238.
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This research focused on a formal (theory based) approach to designing Intelligent Tutoring System (ITS) authoring tool involving two specific conventional pedagogical theories—Conversation Theory (CT) and Cognitive Apprenticeship (CA). The research conceptualised an Augmented Conversation and Cognitive Apprenticeship Metamodel (ACCAM) based on apriori theoretical knowledge and assumptions of its underlying theories. ACCAM was implemented in an Intelligent Learning Activity Builder System (ILABS)—an ITS authoring tool. ACCAM’s implementation aims to facilitate formally designed tutoring systems, hence, ILABS―the practical implementation of ACCAM― constructs metamodels for Intelligent Learning Activity Tools (ILATs) in a numerical problem-solving context (focusing on the construction of procedural knowledge in applied numerical disciplines). Also, an Intelligent Learning Activity Management System (ILAMS), although not the focus of this research, was developed as a launchpad for ILATs constructed and to administer learning activities. Hence, ACCAM and ILABS constitute the conceptual and practical contributions that respectively flow from this research. ACCAM’s implementation was tested through the evaluation of ILABS and ILATs within an applied numerical domain―the accounting domain. The evaluation focused on the key constructs of ACCAM―cognitive visibility and conversation, implemented through a tutoring strategy employing Process Monitoring (PM). PM augments conversation within a cognitive apprenticeship framework; it aims to improve the visibility of the cognitive process of a learner and infers intelligence in tutoring systems. PM was implemented via an interface that attempts to bring learner’s thought process to the surface. This approach contrasted with previous studies that adopted standard Artificial Intelligence (AI) based inference techniques. The interface-based PM extends the existing CT and CA work. The strategy (i.e. interface-based PM) makes available a new tutoring approach that aimed fine-grain (or step-wise) feedbacks, unlike the goal-oriented feedbacks of model-tracing. The impact of PM—as a preventive strategy (or intervention) and to aid diagnosis of learners’ cognitive process—was investigated in relation to other constructs from the literature (such as detection of misconception, feedback generation and perceived learning effectiveness). Thus, the conceptualisation and implementation of PM via an interface also contributes to knowledge and practice. The evaluation of the ACCAM-based design approach and investigation of the above mentioned constructs were undertaken through users’ reaction/perception to ILABS and ILAT. This involved, principally, quantitative approach. However, a qualitative approach was also utilised to gain deeper insight. Findings from the evaluation supports the formal (theory based) design approach—the design of ILABS through interaction with ACCAM. Empirical data revealed the presence of conversation and cognitive visibility constructs in ILATs, which were determined through its behaviour during the learning process. This research identified some other theoretical elements (e.g. motivation, reflection, remediation, evaluation, etc.) that possibly play out in a learning process. This clarifies key conceptual variables that should be considered when constructing tutoring systems for applied numerical disciplines (e.g. accounting, engineering). Also, the research revealed that PM enhances the detection of a learner’s misconception and feedback generation. Nevertheless, qualitative data revealed that frequent feedbacks due to the implementation of PM could be obstructive to thought process at advance stage of learning. Thus, PM implementations should also include delayed diagnosis, especially for advance learners who prefer to have it on request. Despite that, current implementation allows users to turn PM off, thereby using alternative learning route. Overall, the research revealed that the implementation of interface-based PM (i.e. conversation and cognitive visibility) improved the visibility of learner’s cognitive process, and this in turn enhanced learning—as perceived.
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Risko, Georgene Rawding. "Using the cognitive apprenticeship model to teach action research to preservice teachers /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486401895206993.
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Smith, Peter John Brenchley, and mikewood@deakin edu au. "Preparing for flexible delivery in industry: Learners and their workplaces." Deakin University. School of social and cultural studies in education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060623.095632.
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This thesis examines the learning preferences and learning strategies of apprentices, and the contexts within which they learn in their workplaces.
Since the end of the 1980s Australian vocational education and training (VET) structures and processes have undergone radical change in attempts to develop skills in the workforce that will ensure enterprise, national, and international competitiveness. A major strategy in the national reforms has been the encouragement of flexible delivery as a means through which workplace-based learning can be accessed by a larger number of workers in ways that are cost-efficient, and that reduce the amount of time that workers spend away from their jobs. Although flexible delivery has been championed by governments and industry alike, there has been little attempt to identify the preparedness of either learners or their workplaces for the demands of flexible learning.
The thesis examines the economic context for these changes to VET, and also examines the literature available on workplace learning. Additionally, the thesis examines the conceptualisations of flexible delivery that are available in the literature, pointing to the possibility that the wide range of meanings associated with the term flexible delivery may result in quite different practices and expectations. The thesis also examines the literature on independent learning and self-directed learning, and explores the concept of client-focused flexible delivery.
The study of learner preferences uses data collected from apprentices over a period of some years, in the four occupational areas commanding the highest number of apprentices in Australia. These occupational areas are Metals and Machining, Building, Electrical, and Hairdressing. These data on learning preferences are collected using the commercially available Canfield Learning Styles Inventory (CLSI). The data from the sample of 389 apprentices are analysed statistically through analyses of variance, and indicate that variables such as age, gender, and occupational area are related to learning preferences. Apprentices are shown by this analysis to prefer structured programs of instruction that are instructor-led, and to not have a high preference for independent learning or the development of their own learning goals. Additionally, they are shown to have very low preferences for learning through reading, preferring instead to learn through direct hands-on experience. While these characteristics are largely common among the four occupational groups, the Hairdressing apprentices are shown to have a slightly higher preference for independent learning and goal setting. Females are shown to have a higher preference than males for learning qualitative material through reading. Interestingly, the younger apprentices are shown to have a higher preference than the older ones for self-directed learning. Some possibilities for that finding are discussed. The research also shows that the learning preferences displayed by different groups of apprentices in any one program are much the same over time, providing some confidence that data generated from one group of apprentices can be used to make instructional decisions for future groups in the same program.
The data are also factor analysed to indicate three major factors underlying apprentice learning preferences. The first factor indicates a VerbalNon-verbal preference factor, with apprentices clearly preferring to learn through non-verbal means. A second factor is described as StructureContent, with apprentices showing a preference for learning from structured programs in a structured environment. A third factor, Self-directedSocial preference, indicates apprentices preferring to learn through socially mediated presentations and contexts rather than through more independent forms of learning.
Qualitative data are also generated through interviewing eight apprentices, and focusing on the learning strategies they employ while constructing knowledge in the workplace. That component of the research uses a modification of the Marland, Patching and Putt (1992a, 1992b) stimulated recall technique, and a set of learning strategies derived from the work of OMalley and Chamot (1990) and Billett (1996a). The eight apprentices are drawn from the Metals and Machining, Electrical, and Hairdressing trades. The findings indicate that the learning strategies most often used by apprentices in the workplace are those associated with the construction of knowledge that is structured and provided by the instructor or learning program, and those that include social mediation of learning. Additionally, the strategies associated with demonstration and hands-on practice are most favoured. The qualitative data are confirmatory of the quantitative data.
The research also indicates, through the apprentice interviews, that support for apprentices learning in their workplace is typically unplanned and haphazard. Their experience was sometimes characterised by a reluctance on the part of the workplace to acknowledge learning needs such as trialling and practice of new knowledge, or pro-actively seeking understanding from other more skilled workers.
The learning preferences and learning strategies findings for apprentices, coupled with the findings of typically poor or unplanned support in the workplace, indicate that effective flexible delivery of training to apprentices in the workplace provides a number of challenges. These challenges, it is argued, demand strategies to be developed and implemented to prepare both learners and workplaces for effective engagement with flexible delivery. Using as a theoretical framework Kembers (1995) two-dimensional model of open learning for adults, the thesis integrates the findings into a proposed two-dimensional model of learner and workplace preparedness for flexible delivery. The model provides for a Learner Development Space, a Workplace Development Space, and a Strategy Space. Within the Learner Development Space, focuses for the development of learner preparedness are identified in terms of self-directed learning, skills developments, and effective participation in a community of practice. Focuses for workplace development identified in the Workplace Development Space are those associated with development of training policies, training structures, and trainer skills and abilities. The Strategy Space then provides detail of seventy-nine specific strategies developed to enhance learner and workplace preparedness within each of the focuses identified.
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Nadler-Nir, Rudy. "Spotless white apron, labour-stained coat: an exploration of the way tacit and explicit learning artefacts are used by help desk consultants." University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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Hitge, Lize-Mari. "Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23456.
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Modeled on the master-apprenticeship relationship, student designers gain access to implicit design knowledge mainly through the conversations with their tutors during studio projects. However, intimate design studio tutelage is being challenged by increasing student to staff ratios. If leveraged effectively, technology offers the potential to maximize tutors' time investment in order to allow them to tend to more students. Scaffolding tools (Reiser, 2004) as supplement to teacher support, can assist learners with complex tasks previously out of their reach. This case study is a critical realist inquiry into the use of a scaffolding tool, Cognician Cogs. It seeks to reveal the ways in which and circumstances under which these Cogs scaffold conceptual design in a second year architecture studio project. The study draws upon Cognitive Apprenticeship as a conceptual framework to shed light on design studio practices involving specially developed Cogs. The mixed methodology approach adopted consisting mainly of qualitative data in the form of the project brief, scaffolding tool content, sample design critique conversations and interviews with three tutors and nine students. Supplementary quantitative data included closed survey question responses and Studio work marks collected from the entire class (39). Thematic analysis of the qualitative data was framed by the Vitruvian guiding principles of architecture: 'Firmness', 'Commodity' and 'Delight'. The study revealed that the intended use of the Cogs to cover aspects of Firmness and Commodity only resulted in the over-scaffolding of Firmness and the under-scaffolding of Delight. The students' resulting designs were practically acceptable, but lacked novelty.
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Cooper, Teo O. H. "Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1779.
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The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB.
This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities.
STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall, the inservice teachers perceived the intervention as highly effective. The scaffolding and coaching were the CAIC methods portrayed as most influential in developing their STEB, highlighting the importance of interpersonal relationship aspects in successful instructional coaching programs. The teachers also described the CAIC approach as integral in supporting their learning to implement the new inquiry-based curriculum.
The overall findings hold important implications for science education reform, including its potential to influence how preservice teacher training and inservice teacher professional development in science are perceived and implemented. Additionally, given the noteworthy results obtained over the relatively short durations, CAIC interventions may also provide an effective means of achieving improvements in preservice and inservice teachers’ STEB more expeditiously than traditional approaches.
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Edmondson, R. Shawn. "Evaluating the Effectiveness of a Telepresence-Enabled Cognitive Apprenticeship Model of Teacher Professional Development." DigitalCommons@USU, 2006. https://digitalcommons.usu.edu/etd/6246.
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This exploratory research used a mixed-methods design to compare the effectiveness of a telepresence-enabled cognitive apprenticeship model of teacher professional development (TEAM-PD) to that of a traditional workshop model by examining outcomes in teacher pedagogy and student achievement. Measures of the lll degree to which teachers in both groups enacted mathematics pedagogy provided mixed results. Both groups demonstrated similar patterns of behavior and cognition, indicating modest levels of pedagogy implementation. Although the experimental group demonstrated higher levels of enactment of the mathematics pedagogy, the comparison group demonstrated a faster rate of growth. Student outcome data were clear: students of teachers in the experimental group scored substantially higher on a test of relevant mathematics content than students of teachers in the comparison group. Collectively the results suggest that TEAM-PD has potential to be an effective model of teacher professional development.
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Fernandez, Reinaldo. "A Cognitive Apprenticeship Approach for Teaching Abstract and Complex Skills in an Online Learning Environment." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/2.
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Undergraduate courses such as mathematics, science, and computer programming require high levels of decision making, concentration, and cognitive demand. Researchers in the field of instructional design are interested in effective instructional strategies that can aid practitioners in teaching such abstract and complex skills.
One example of an instructional strategy that has proven effective in teaching these skills is cognitive apprenticeship (CA). While CA has been applied to courses such as mathematics and computer programming in face-to-face and blended learning environments, there is little evidence of the advantages of applying CA in a fully online computer programming course. Specifically, the introductory programming course, CS1, is the first contact that undergraduate computer science students have with their chosen major. Historically, drop-out rates for CS1 have been high and thus strategies for effective teaching of this course have served as an important topic in the research literature.
The goal was to design and validate internally an online CS1 course that incorporates CA strategies. A two-phase design and development research method was used to guide the construction and internal validation of a fully online CS1 course. Phase one resulted in the design and development of the course guide. An expert-review process using the Delphi technique was implemented in phase two to validate the design with regard to its effectiveness, efficiency, and appeal. Three rounds of review by the panel resulted in consensus.
Results from the expert-review confirmed the application of CA as an effective, efficient, and appealing instructional strategy to use when designing an online CS1 course. Future research should focus on external validation of the design by implementing the course to evaluate its effectiveness, efficiency, and appeal among stakeholders. In addition, it is hoped that the course guide can be used to help practitioners design and implement a fully online CS1 course that uses CA strategies.
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Eva-Wood, Amy L. "Expanding the cognitive apprenticeship model : how a think-and-feel-aloud pedagogy influences poetry readers /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7746.
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Roskamp, Michael Jon. "The situation of field supervision in physical education a personal and empirical investigation /." Diss., Connect to online resource - MSU authorized users, 2008. http://www.oregonpdf.org/index.cfm.
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Bernasconi, Bethany Marie. "The Relationship Between Self-Efficacy and Advanced STEM Coursework in Female Secondary Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4039.
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Despite years of attention, gender inequity persists in science, technology, engineering, and mathematics (STEM). Female STEM faculty, positive social interactions, and enrollment in advanced STEM secondary coursework are supportive factors in promoting female students' persistence in STEM fields. To address the gap in understanding these factors, this study employed a sequential mixed method design using a framework of social cognitive theory. Research questions focused on how levels of self-efficacy and perception of personal and social factors among female secondary students related to their enrollment in advanced STEM coursework and extracurricular activities in a rural New England school where gender parity exists. All 18-year-old female students (N = 82) were invited to complete the self-efficacy subsection of the Science Motivation Questionnaire II (SMQII). Self-efficacy and enrollment in advanced STEM courses and extracurricular activities were analyzed using a Pearson correlation (N=35). Self-efficacy levels did not correlate with the participants' enrollment in advanced STEM courses and extracurricular activities. In addition, a purposeful sample of participants (N = 7) who completed the SMQII was used to conduct individual interviews investigating how the community of practice contributed to female students' decisions to pursue advanced STEM coursework. Two themes emerged: the roles of the personal landscape (e.g., resilient mindset) and the social landscape (e.g., peer interactions). Professional development materials to support staff in implementing a cognitive apprenticeship were created in response to the emergent themes. In addressing the lack of understanding of female secondary students' engagement in advanced STEM coursework, positive social change may be achieved by supporting a greater percentage of women who can pursue STEM career opportunities.
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Rischard, Kyla Alexandra. "STEM UP: A STEM Undergraduate Program to Help Middle School Youth Select STEM Majors and Careers through Cognitive Apprenticeship." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/595808.
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This study examined how middle school students planned to obtain future STEM college majors and careers through a possible selves curriculum in a 13-week, in-school cognitive apprenticeship model. STEM undergraduates mentored STEM-interested middle school mentees (N= 21) from six under-served middle schools. Through possible selves activities, mentees worked on strategies to avoid becoming their feared possible self and become their hoped-for possible self. In the middle of the semester, mentee self-reported competency in STEM fields, motivation, administrator-reported STEM course grades, and STEM attendance were collected. On average, mentees felt 10.67% more motivated to pursue STEM than they felt competent in STEM. Mentees who reported higher competency tended to have higher course grades, and mentees who reported higher motivation tended to have higher attendance, although attendance was high overall, indicating insufficient sample size or variance to demonstrate significance. Mentees who attended class more tended to have a higher course grade but the same statistical issue occurred in that there may not have been a significant correlation due to sampling and self- selection biases. The majority of mentees identified unrelated possible selves, defined concrete self-improvement and abstract self-maintenance strategies, identified self-discipline as a requirement in middle school, described intellectual independence and teacher harmony strategies to solve everyday problems in middle school, identified instructivist college requirements, described responsibility as a transferable strategy, and dependence on an expert as a nontransferable strategy to solve long-term problems in college to obtain their STEM possible self.
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Agafonoff, Annabel, and n/a. "The encouragement of reflective writing through the development of self-regulation in planning and producing text." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060529.155349.
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The dual problem space model of writing (Scardamalia, Bereiter and Steinbach,
1984) shows how writers develop their knowledge and understanding of the world
by reflecting on problems of substance and problems of presentation in planning a
composition. Reflective thought is attributed to a two-way communication
between a content problem space and a rhetorical problem space. The content
space involves the development of ideas, while the rhetorical space is concerned
with achieving various purposes in composition.
This thesis reports an instructional experiment comparing alternative approaches to
teaching the self-regulatory strategies required for the two-way process of
reflection. The experiment compared the dialogue approach of current practice,
which relies on the teacher to provide the linking operations between the two
problem spaces, with two experimental approaches which promote development of
self-regulatory strategies of reflection, so that students are able to sustain such a
two-way process independently. The experimental approaches are described as a
guided discovery approach proposed by Evans (1991) and an approach described
as cognitive apprenticeship developed by Scardamalia, Bereiter and Steinbach
(1984).
Three instructional programs were prepared by the author to represent the three
alternative approaches examined in the present study. The control program utilised
the dialogue approach of current practice in which the dialectical process is carried
on between teacher and student. The two experimental programs focused on promoting processes of self-questioning rather than questioning by an external
agent such as a teacher. The guided discovery program consisted of activities
which prompted self-questioning processes. The cognitive apprenticeship program
employed scaffolding in the form of procedural facilitation cues to stimulate the
self-questioning process.
A pre-test and post-test control group design was used involving three groups, two
experimental (guided discovery and cognitive apprenticeship) and one control
(dialogue), with instructional method as the independent variable and rated
reflectiveness of writing as the dependent variable. Instruction was concentrated on
teaching the two-way problem formulating and problem solving strategies of the
reflective process for opinion essays and factual exposition essays. The experiment
compared the effectiveness of programs by measuring changes in overall
reflectiveness of writing. Significant improvements were obtained for the
experimental teaching methods withrespect to opinion essays. This research
provided some support for the hypothesis that instruction which fosters self-regulation
of the planning process through processes of reflection results in more
reflective writing than instruction in which such regulation is prompted by the
teacher.
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Chu, Rita Ching-Mei. "An apprenticeship in mask making situated cognition, situated learning, and tool acquisition in the context of Chinese Dixi mask making /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1158693508.
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Feldhausen, Russell A. "Mission to Mars: a computer science curriculum for middle school STEM camps." Thesis, Kansas State University, 2018. http://hdl.handle.net/2097/38864.
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Master of ScienceDepartment of Computer Science
Daniel A. Andresen
This thesis presents a curriculum designed for 5th and 6th grade students attending a summer camp for science, technology, engineering, and mathematics (STEM) disciplines. The curriculum uses several concepts from educational theory and computer science education research. It also uses techniques such as cognitive apprenticeship, expansive framing, and scaffolded lessons to increase student learning outcomes. It was taught during two cohorts of a STEM summer camp. The curriculum is analyzed through self-efficacy surveys both before and after the class, measuring how students judged their own capability to use skills learned during the class. Analysis of the data shows that the increase in student self-efficacy has a medium to large effect size overall, as well as student self-efficacy with many computational thinking skills. Data from various population groups based on gender, previous STEM experience, and socio-economic status indicators is also analyzed. Finally, many areas of future work and improvement are presented and discussed. The outcome of this work is to demonstrate the effectiveness of the curriculum presented in increasing student self-efficacy with computational thinking skills, specifically by showing the links between content in the curriculum and specific computational thinking skills.
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Nepper, Hannes Helmut [Verfasser], Bernd [Akademischer Betreuer] Geißel, Bernd [Gutachter] Geißel, and Tobias [Gutachter] Gschwendtner. "Die situierte Fehlersuche an elektronischen Schaltungen im Anschluss an den Cognitive Apprenticeship Ansatz / Hannes Helmut Nepper ; Gutachter: Bernd Geißel, Tobias Gschwendtner ; Betreuer: Bernd Geißel." Ludwigsburg : Pädagogische Hochschule Ludwigsburg, 2019. http://d-nb.info/1197801804/34.
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Nepper, Hannes [Verfasser], Bernd [Akademischer Betreuer] Geißel, Bernd [Gutachter] Geißel, and Tobias [Gutachter] Gschwendtner. "Die situierte Fehlersuche an elektronischen Schaltungen im Anschluss an den Cognitive Apprenticeship Ansatz / Hannes Helmut Nepper ; Gutachter: Bernd Geißel, Tobias Gschwendtner ; Betreuer: Bernd Geißel." Ludwigsburg : Pädagogische Hochschule Ludwigsburg, 2019. http://nbn-resolving.de/urn:nbn:de:bsz:lg1-opus4-6384.
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Slawsky, Melissa Maccarelli. "Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3352.
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While many music educators learn how to teach through teacher training programs, the standard mode of transmission in which piano teachers learn to teach applied piano is through proficiency of the instrument under the guidance of a master teacher. This tacit development of pedagogical knowledge occurs through the master-apprentice model of pedagogy. The purposes of this study were (a) to explore how piano teachers learn how to teach from, and independent of, piano pedagogy coursework, overcome challenges, and continue to add to their pedagogy knowledge, and (b) to explore topics that would be most useful in a piano pedagogy course or program. This exploratory research design consisted of a series of semi-structured interviews. Piano teachers of varying ages, educational levels, and years of teaching experience (N = 12) were interviewed as to their experiences as students, autonomous transition into the teaching role, and the informal or formal learning opportunities which contributed to their development as piano teachers. Upon reflecting on their experiences in higher education compared to their professional lives as piano teachers, interviewees were asked to make suggestions for the future of piano pedagogy and the piano curriculum in general.
In analyzing the data, 11 major themes emerged in the interview transcripts which revealed aspects of the interviewees' transition into the teaching role and development as piano teachers: (1) piano teachers were autonomously resourceful when transitioning into the teaching role, (2) experiential learning (i.e., learning by doing, gaining experience, and trial-and-error), (3) piano teachers evoke memories (of former teachers, materials played, and experiences as students) in transitioning into the teaching role, (4) piano teachers emulate former teachers + a mix of elements in developing their teaching style, (5) overcoming challenges and seeking out resources, (6) formal learning experiences (including piano pedagogy coursework), (7) partnership of learning and teaching (apprenticeship and cognitive apprenticeship), (8) support in the field (including the role of professional activities), (9) teaching confidence, (10) reflective practice, and (11) reflections and suggestions for the future.
The pianists interviewed experienced an autonomous transition into the teaching role as they received no formal teacher-training and very little guidance when beginning to teach. Although the master-apprentice model is often attributed as the primary means in which piano teaching is disseminated, experiential learning (e.g., learning by doing, gaining experience, and trial-and-error) factored just as prominently into the pianists' transition into the teaching role and early development as piano teachers. Additionally, apprenticeship (i.e., guided teaching) and cognitive apprenticeship (i.e., formal learning combined with authentic hands-on teaching experiences) were two facilitative modes of learning to teach experienced by some of the interviewees. The pianists interviewed demonstrated incredible personal initiative in navigating their autonomous transition into the teaching role and development as piano teachers (e.g., teaching style, teaching confidence, teaching identity, and reflective practice) by deriving meaning through the process of overcoming challenges, seeking out resources and support in the field, monitoring and correcting their own performance, and finding measures to continually refine their teaching.
The importance of pedagogical coursework and increased teacher-training experiences in the higher education setting were emphasized by all piano teachers interviewed, especially when combined with opportunities to observe expert piano teaching and gain authentic hands-on teaching experiences. Similarly, some piano teachers described teaching while pursuing their degree(s) as a means of learning from an academic and career standpoint, as they could immediately apply what they were learning to their own teaching. Piano teachers emphasized the need for business skills for running a successful studio, performance skills beyond the traditional classical repertoire, functional skills to make a viable living (e.g., accompanying, improvisation, harmonizing melodies, and playing for church services), as well as techniques, materials, and special considerations for teaching across the entire lifespan (i.e., "cradle to grave") for a wider variety of learners (e.g., beginning, intermediate, advanced, pre-school age through mature adult, and those with special needs).
This exploratory study provided a detailed perspective as to the induction experiences of the piano teacher. It is proposed that further exploration into the pianist's transition into the teaching role could inform the development and restructuring of pedagogical coursework and a wealth of pedagogical materials for practitioners in the field as well as the framework for piano teacher training.
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Yauri, Indriani. "Exploring an innovative educational approach to facilitating student nurses' clinical-reasoning skills in North Sulawesi Province, Indonesia." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87293/1/Indriani_Yauri_Thesis.pdf.
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This study examined the effect of an educational intervention utilizing principles of cognitive apprenticeship on students’ ability to apply clinical reasoning skills within the context of a purpose-built clinical vignette. A quasi-experimental, non-equivalent control-group design was used to evaluate the effect of the educational intervention on students’ accuracy, inaccuracy and self-confidence in clinical reasoning. This study makes an important contribution to nursing education by providing evidence to understand how best to facilitate nursing students’ development of clinical reasoning.
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Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.
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Yahaya, Ros Aizan. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16489/.
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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.
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Yahaya, Ros. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16489/1/Roy_Yahaya_Thesis.pdf.
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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.
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Lin, Yuhfen. "From Students to Researchers: The Education of Physics Graduate Students." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213372064.
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Burke, Lauren. "Computer Science Education at The Claremont Colleges: The Building of an Intuition." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/875.
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In this thesis, I discuss how the undergraduate computer scientist is trained, and how they learn what I am calling computational intuition. Computational intuition describes the methodology in which computer scientists approach their problems and solve them through the use of computers. Computational intuition is a series of skills and a way of thinking or approaching problems that students learn throughout their education. The main way that computational intuition is taught to students is through the experience they gain as they work on homework and classwork problems. To develop computational intuition, students learn explicit knowledge and techniques as well as knowledge that is tacit and harder to teach within the lectures of a classroom environment. Computational intuition includes concepts that professors and students discuss which include “computer science intuition,” “computational thinking,” general problem solving skills or heuristics, and trained judgement. This way of learning is often social, and I draw on the pedagogy of cognitive apprenticeship to understand the interactions between the professors, tutors, and other students help learners gain an understanding of the “computer science intuition.” It is this method of thinking that computer scientists at the Claremont Colleges have stated as being one of the most essential items that should be taught and gained throughout their education and signals a wider understanding of computer science as a field.
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Esping, Gretchen Revay. "Case study of tenure-track early career faculty in a college of education." Diss., Kansas State University, 2010. http://hdl.handle.net/2097/7036.
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Doctor of EducationDepartment of Educational Leadership
Trudy A. Salsberry
This dissertation examines an understudied group according the American Council on Education: the tenure-track early career faculty (ECF). The focus is on the culturalization, socialization, academic culture, and emergent themes discerned from ten semi-structured interviews with tenure-track ECF. This qualitative bounded system case study was conducted in the context of a Midwestern Carnegie I Research Land-Grant Institution, an institution with emphasis on teaching, research, and service. Ten semi-structured interviews were conducted and transcribed. From these, codes, categories, patterns, and themes were found. Additional documentation was also considered such as participants’ resumes and the faculty handbook, COE: Orientation to COE A Guide for Faculty 2008-2009. The themes included a reliance on socialization from the parent degree granting institution, and an overall request for balance between professional and personal life. In addition the ECFs need mentoring at their new institution in research, writing and publication, in professional identity, and socialization to tacit knowledge via cognitive apprenticeship. A recommendation is that there be a bi-directional conversation on socialization, rather than a top down approach.
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Haraldsson, Emma. "Ett aktionsforskningsprojekt sett i ljuset av kognitivt lärlingsskap." Thesis, Blekinge Tekniska Högskola, Institutionen för arbetsvetenskap och medieteknik, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5267.
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Computer supported collaborative learning, CSCL, is a relatively new focus for research within Instructional technology. It focuses on the process of learning in a computer supported collaborative environment. In this report I will use a model for designing effective learning-environments, called Cognitive Apprenticeship to highlight areas of importance when arranging CSCL-environments. Cognitive apprenticeship is an attempt to combine apprenticeships and in-school-work. It focuses on the facilitation of development of theoretical and practical skills in an in-school-setting. But even though the model has been described as successful, there are some drawbacks. Different conditions for school and work makes it difficult to transfer the successful apprenticeship-model to an in-school-setting.Computer Supported Collaborative Learning, CSCL, är ett relativt nytt forskningsområde inom undervisningsteknologi. Dess fokus ligger på lärandeprocessen i en läromiljö där samarbete är grundläggande och helt eller delvis sker med hjälp av datorer. I denna rapport ska jag, med hjälp av en modell kallad Kognitivt lärlingsskap (Cognitive apprenticeship), belysa områden som är av vikt när CSCL-miljöer designas. Kognitivt lärlingsskap är ett försök till att kombinera traditionellt lärlingsskap med skolarbete. Kombinationen ska underlätta utvecklandet av teoretiska och praktiska kunskaper. Modellen har beskrivits som framgångsrik men det finns vissa skillnader mellan lärlingens lärandemiljö och elevens lärandemiljö som gör det svårt att applicera lärlingsmodellen i skolmiljön.
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Marchand, Trevor Hugh James. "Moulding minaret makers : a study of apprenticeship and spatial cognition with traditional builders in Sana'a, Yemen." Thesis, SOAS, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324917.
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Chu, Rita CM. "An apprenticeship in mask making: situated cognition, situated learning, and tool acquisition in the context of Chinese Dixi mask making." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1158693508.
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Seddon, John Whittington. "The Outcomes Of New Teachers Being Reflective." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1425.
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New university teachers are typically advancing scholars who have recently commenced academic teaching duties. Referred to as neophytes in this study, these teachers are usually early career academics, postgraduate students or sessional lecturers who begin teaching with little more training than attendance at short professional development courses or seminars. Their teaching and learning theories are generally naive and their practice is often limited. In view of the already substantiated connections that have been found between teachers’ conceptions of teaching (COTs) and their practical approaches to teaching, the COTs held by neophytes are of consequence, as they are usually indicative of the quality of their teaching practices.
The topic of the quality of teaching in universities is presently under scrutiny by governments and their agencies, educational institutions and researchers, the community at large, university students and the teachers themselves. Since most university teaching is conducted by sessional staff, many of who are neophyte teachers, the problem of how to ensure high-quality teaching is significant. Subsequently, the development of neophyte tertiary teachers continues to be a concern across the higher education sector. While the value of reflective practice as part of professional development programs for university teachers has been somewhat established, research into the needs and practices of neophyte teachers is an under-represented area of higher education literature. This gap in our understanding of how to meet the needs of this group of university teachers is made particularly challenging by the increasing numbers of neophyte teachers in universities and the likely impending retirement of a high proportion of current university teachers.
This study examines the changes that occurred in the COTs of a group of neophytes as a result of their participation in a professional development program. Utilising elements of cognitive apprenticeship (A. Collins, Brown, & Newman, 1989) and conceptual change theories (Posner, Strike, Hewson, & Gertzog, 1982), the program scaffolded teachers to become reflective practitioners (Biggs, 2003; Boud, 2001; Boud, Keogh, & Walker, 1985; Schön, 1983, 1987). By adopting a mixed methods case-based research design, this study provides an example of a program that was largely administered using online technologies that were tailored to meet the needs of the neophyte teachers. During the study, an interventional program of reflective practice was developed and implemented across a semester period. Five neophyte teachers at one Australian metropolitan university engaged in this program and evidence of their developing COTs was documented by gathering interview, journal and questionnaire data. From an analysis of these data, evidence emerged of how the neophytes’ COTs had changed. The most effective elements of the reflective practice program were also identified.
This study revealed the benefits of neophyte tertiary teachers engaging in professional development teaching programs, especially when reflective practice is used as a strategy within the context of an online teaching program. These findings have significance for the design of professional development programs for neophyte teachers in university contexts. After participating in a theoretically informed program of reflective practice, the neophyte teachers in this study developed their reflective practice skills. Although the neophytes did not opt to engage in collaborative reflective practices, instead appearing to need a period of reflective incubation, they developed their COTs, which increased their capacity to think about their own teaching. This enabled them to consider how they could make improvements to the quality of their teaching.
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Su, Bo-cheng, and 蘇柏丞. "The Exploration of Cognitive Apprenticeship Using Mindstorms NXT." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/99207397799451876979.
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碩士國立屏東教育大學
資訊科學系
100
Learning things through imitation of surroundings is the nature of subjects. Therefore, one will explore the problem based on his/her past experience. Eventually, subjects can learn and apply to what they have experienced in their real world by creating new solutions. Cognitive apprenticeship is regarded as the main principles of teaching in situational teaching method; because the psychology grows rapidly and then develops cognitive apprenticeship of nontraditional apprenticeship. Cognitive apprenticeship emphasizes not only the learning in the real life, the knowledge in practice, but also the learning of a team and the introspection of subjects. There are six teaching methods in cognitive apprenticeship-modeling, coaching, scaffolding, articulation, reflection, and exploration. The purpose of the current study is the development of a situated cognitive apprenticeship and applies it on learning LEGO Mindstorms robot. Meanwhile, subjects’ ability of thinking and problem solving is tested. Through these six ways, we can let children realize the direction of learning activity and encourage them to solve the problem, understanding the whole concept of learning activity and then discussing the local part deeply from simplicity to complexity and from unity to majority. The current study not only creates multiple and explorative the class atmosphere but also foster the subjects’ ability for discussing as well as expressing by the way of such learning environment.
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Whitelaw, Steven. "Cognitive and social apprenticeship in the induction of novice teachers." Thesis, 2009. http://hdl.handle.net/10210/2203.
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M.Ed.Suid-Afrika benodig meer onderwysers as wat tans voortgebring word. Dit is onwaarskynlik dat die voorsieningsvlakke in die afsienbare toekoms sal styg. Om hierdie rede is dit belangrik dat onderwysers wat tans in diens van die professie staan, behou word. Volgens studies blyk dit dat nuweling-onderwysers ‘n baie kwesbare sektor vorm. ‘n Hoë persentasie nuwe leerkragte verlaat die beroep kort na indienstrede. Hiérdie studie beoog om te toon dat hierdie uitwyking uit die onderwysberoep waarskynlik gedeeltelik toegeskryf kan word aan die versuim by baie skole om nuweling-onderwysers van ‘n goed beplande en toepaslike inleidingsprogram te voorsien. Die analise-eenheid van hierdie studie was dan om meer te wete te kom oor die aanvanklike ervarings van nuweling-onderwysers na aanvaarding van ʼn permanente onderwysbetrekking. Hierdie kwalitatiewe navorsingsverslag is in die ‘Interpretivist’ teoretiese raamwerk gefundeer. Sodoende word veelvoudige werklikhede aanvaar as synde epistemologies aanvaarbaar. Verkryging van kennis geskied beredeneerd en behels meer as bloot eenvoudige denotiewe betekenis. Dataversamelingsmetodes vloei logies uit ‘n redevoeringsanalise-ontwerp en sluit onderhoude en tydperke van aktiewe waarneming in skole in. Data is geanaliseer vir herhalende betekenispatrone wat dan in die lig van ‘n oorsig in literatuur beskou is. Aktiwiteitsteorië is gebruik om die ondervindings van nuweling-onderwysers as deelnemers in ‘n aktiwiteitstelsel te oorweeg. Die belangrike rolle wat deur die III gemeenskap waarin die persoon haar bevind, asook die bestaande reëls van die sisteem, is in ag geneem. Die begrippe “oorlewing” en “ontdekking” dien as goeie beskrywings van jong onderwysers se aanvanklike ervarings. Onderwys word gesien as ‘n vakkundigeberoep waarin nuwe lede ‘n vorm van indiensppleiding moet deurloop ten einde te floreer. Daar word beweer dat bogenoemde in die meeste skole nie algemene praktyk is nie en dat baie leerkragte as gevolg daarvan vir die beroep verlore gaan. Heersende “tradisies” en “kulture” by opleidingsfasiliteite vir onderwysers en skole word as antagonisties ten opsigte van die ontwikkeling van ‘n loopbaan in die onderwys ervaar. Onderwysers word as ‘n heterogene groep beskou en daar word gevolglik voorgestel dat inleidingsprogramme op die besondere behoeftes van die individuele nuwelinge gerig word. Individuele verskille ten opsigte van kwalifikasievlakke asook geesdrif vir die beroep word in hierdie opsig as van besondere belang beskaf. Negatiwiteit, sinisme en apatie onder ervare praktiserende onderwysers word as nadelig vir die positiewe sosialisering van groentjies/nuwelinge gesien. Daar word verder beweer dat, ten einde genoegsaam goedgekwaliseerde en professioneel-toegewyde onderwysers te hê, daar opvoeders moet wees wat kan dien as rolmodelle wat jongmense wat hierdie loopbaan betree, kan inspireer.
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Walker, David Patrick. "Enhancing problem solving disposition, motivation and skills through cognitive apprenticeship." 2003. http://www.lib.ncsu.edu/theses/available/etd-11022003-190311/unrestricted/etd.pdf.
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Peng, Hsiang-yun, and 彭祥雲. "Action Research of Service-Learning by Cognitive Apprenticeship in Mathematical Remedial teaching." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/04416603056706160562.
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碩士國立中山大學
教育研究所
103
This research aims to develop a framework of cognitive apprenticeship in mathematical remedial teaching regarding to service-learning projects. It is conducted by assigning junior high school students with better mathematical abilities and passion as peer masters who received training by professional mathematics teachers. After pairing mentors to students, peer mentors exercised cognitive apprenticeship in mathematical remedial teaching to target students who need remedial teaching, using one-to-one sessions. Through action research the researcher selected 14 groups of cognitive apprenticeship and designed respective teaching unit theme. Each group met 9 times for 40 minutes each during the course. Data collection included worksheets, observation notes and the diaries of mentors, students and mathematics teacher. The findings of the research were as follows. After teaching, the apprentices enhanced successful learning experience and were able to do computing up to standard of junior high school students. The masters computed faster and more carefully, and they could find more different solutions than before. Their self-esteem, patience, and character greatly improved. Finally, the researcher proposed some suggestions of the framework in mathematical remedial teaching and academic service-learning projects to other teachers and future researchers.
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Pagan, Ivan R. "An application of the cognitive apprenticeship model in a college introductory accounting course." 1991. http://catalog.hathitrust.org/api/volumes/oclc/23871263.html.
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Thesis (M.S.)--University of Wisconsin--Madison, 1991.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 115-117).
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蘇郁雯. "Development of Situated Teaching Website for Pre Service Data Processing Teacher － with Cognitive Apprenticeship." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/61185510971636385132.
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碩士國立彰化師範大學
商業教育學系
91
The purpose of this study is to develop situated teaching website for Business Content and Pedagogical Method. The learning activity of the website is based on Cognitive Apprenticeship, and the teaching content is according to situated learning theory, in which students can realize how to use Concept Attainment Model in their teaching through situated demonstrating pattern, and via imitate the expert of animation pattern to construct their own knowledge. Moreover, the development process depends on the Instructional System Design (ISD) model to analysis, design, development, and use informative evaluation to find out the feasibility and suitability of this teaching website. Finally, the author points out lessons learned in the prototyping process and recommendation about future related research and develop efforts.
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JHUANG, YUN-BIN, and 莊韻彬. "An Action Research of Integrating Cognitive Apprenticeship into InformationTechnology in Sixth-Grade Science Class." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/81599760278037112439.
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碩士中原大學
教育研究所
97
Abstract The aim of this study is to explore the action research of integrating cognitive apprenticeship into information technology in six-grade’s science class. The researcher uses cognitive apprenticeship and information technology into science curriculum to explore and understand the changes of students’ learning process, achievements and the strarts of the teachers, and provide the documentary record of the entire project for teachers’ reference. The method of this study is based on action research. The subjects of research are 32 students in the sixth-grade in the class of the researcher, and the research is carried out for 9 weeks from February to April of the second semester in school year of 2008.The data of the research comes from the observations and note-taking of teacher and students, the record of the interviews, the reflective journals of the teachers, etc. As a qualitative research, the study adopts Patton’s (1990) suggestion to analysis all collected raw data by organizing, categorizing, and compiling. The goal is to form its own research outline according to the results of the data analysis through the survey. The results of this research are: 1. Implementation process: It is positive influence to student's study interest and the academic motivation by using information technology in teaching. The report in the experiment groups in the report, the partial priests and disciples role confusion and the conflict, after revise the priests and disciples relate, the interaction become better and better. The factor position dropping variance causes the stage which studies continually to carry out with difficulty, after using computer in the classroom and in the library, it obtains the positive effect. 2. This study result: It has the positive influence in the attitude. In the achievement aspect, priests and disciples both sides have the promotion. 3. Difficult in teaching : The teaching material component are excessively too much, the teaching hour is insufficient; It is not easy to guide the student to discuss; The master worker does not actively guide the apprentice; A part of low achievement student was still unable to integrate this educational model. 4. In the teaching still treated the difficult position and the teacher which overcomes diligently grows the course: It is difficult to have the hardware to support the insufficiency and the software obtains; The growth course aspect has the sufficient share plan of instruction and the preparation, the development field of vision, the teacher friend who gives frank advice's necessity, the result from realized that the student responded, the change causes the student to be more earnest to study with information study opportunity equal.
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Lin, Ching-Hsi, and 林璟禧. "An Action Research of Cognitive Apprenticeship into Cooperative Learning in Sixth-Grade Mathematics Class." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/64349576906579193333.
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碩士中原大學
教育研究所
96
The aim of this study is to explore the cognitive apprenticeship into cooperative learning in the sixth-grader’s mathematics class implementation present situation. The researcher uses cooperative learning a mathematics teaching strategy and adequately applies cognitive apprenticeship into math curriculum to explore and understand the changes of students’ learning process, achievements and the straits of the teachers, and provide the documentary record of the entire project for teachers’reference. The method of this study is based on action research. The subjects of research are 34 students in the sixth-grade in the class of the researcher, and the research is carried out for 5 weeks from February to April of the second semester in school year of 2007.The data of the research comes from observations and note-taking of teacher and students, mathematics study diary, the record of the interviews, the reflective journals of the teachers, etc. As a qualitative research, the study adopts Patton’s (1990) suggestion to analysis all collected raw data by organizing, categorizing, and compiling. The goal is to form its own research outline according to the results of the data analysis through the survey. The results of this research are: 1. The process of cognitive apprenticeship into cooperative learning as an teaching strategy to construct mathematics curriculum, shows that the students feel that their learning in math is improved. 2. Cognitive apprenticeship into cooperative learning for mathematics teaching can help different level students. Cognitive apprentice has the growth greatly on their learning of mathematics achievement and attitude. 3.The process of teaching strategy is a positive improvement for students on their learning of mathematics attitude. 4.During the action process of the education, it is found the teacher’s ability to design a curriculum is increased, the field of teacher’s vision is enlarged, the classroom atmosphere becomes more active and lively, the students have stronger motivation , and the teachers have more opportunity to observe the students and communicate with the students through the process of plan, action and introspection. Finally, rests on the findings, proposed some suggestions of the process of cognitive apprenticeship into cooperative learning in the sixth grade, supplies the teaching application, the school administration and the following researcher refers.
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Miao-Ru, Fung, and 方妙如. "The Teaching Research of Using Polya Problem Solving Strategies by The Approach of Cognitive Apprenticeship." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/za9c7a.
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碩士國立臺灣海洋大學
教育研究所
102
This study aims to explore the implementation of using Polya problem solving strategies by the approach of cognitive apprenticeship and action research manner in teaching the sixth grade mathematics. The participants of the study are twelve sixth-grade-students in Keelung and the study is for a period of eight weeks and a total of thirty experimental teaching lessons.During the experimental teaching, this study collects data by using the research tools, such as investigator reflection journals, collaborative studies teacher observation record sheet, mathematical problem solving behavior questionnaire , questionnaire feedback loop teaching, student interviews, Polya problem solving instruction feedback questionnaires. After inducing, analyzing and comparing the original data, I obtain the following results:First, half of the students think that Polya problem solving strategies helps the most in understanding problems and reviewing, but it helps the least in making plans.Second, students think that "a given problem" in retrospect stage is the most interesting, and 75% of students can accept this mode of teaching.Third, most of the students have greatly advanced in understanding the problems after teaching Polya problem solving strategies. However, they haven’t progressed in making plans, completing plans and review. Moreover, the way they solve problems is more careful than the way they did before teaching.Fourth, the researcher obtains advance of designed teaching activities, teaching ability, and research capabilities.Finally, according to the findings, the researcher makes concrete suggestions and uses them as the reference of future teaching in mathematics problem solving and related research.
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Yang, Jing-fang, and 楊靜芳. "A Study of the Effect of Concept-Based Learning by Scaffolding Support on the Cognitive Apprenticeship." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/15680260451219974701.
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碩士國立臺南大學
數位學習科技學系教學碩士班
96
To improve the disadvantage of conventional school education and encourage students to apply the knowledge to their thinking and problem-resolving, this research takes advantage of cognitive apprenticeship which fosters efficient learning and then promotes students’ concept formation and development by using scaffolding. It discusses how scaffolding support mechanism influences the result of concept-based learning in cognitive apprenticeship environment. In the subject, we intend to know how gender, experimental groups and clusters with different mathematics ability make the learning effect different after applying the scaffolding support mechanism. The experimental result shows that the application of the scaffolding support mechanism makes no influence on the learning effect among testers with different gender and experimental group as well as testers with middle and high mathematics ability. However, testers with low mathematics ability do benefit from the mechanism.
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Wei, Chia-Ling, and 韋佳伶. "An Action Research of Integrating Cooperative Learning and Cognitive Apprenticeship in Junior High School Mathematic Class." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/88092335583074622126.
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碩士中原大學
教育研究所
103
Abstract The study combined both cooperative learning and cognitive apprenticeship as a teaching program in math teaching. The study aimed to solve the problems that the researcher faced in practical teaching context to understand how these two teaching approaches affected students’ learning. The study adopted the action research approach. About 30 students participated in this study. The researcher designed the math lessons by using both cooperative learning and cognitive apprenticeship and executed the teaching program for a whole year. The researchers collected the datum by asking students to keep math learning diaries, observing students’ performances in class, reflecting teaching procedures, recording the teaching process during the class. Through the results of the study, the researcher knew how to combined cooperative learning and cognitive apprenticeship effectively and knew how to promote students’ learning effects by using this teaching program. Also, it helped to enhance teachers’ professional growths. Finally, based on the research findings, the researcher proposed some suggestions for the future studies of using cooperative learning and cognitive apprenticeship teaching program in math teaching.
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Yang, Yi-Hsueh, and 楊易學. "The Impact of Cognitive Apprenticeship Teaching on Mathematics Attitudes and Learning Achievement of Fourth-Grade Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/26745446795974769800.
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碩士中原大學
教育研究所
99
The purpose of this study is to explore the effectiveness of the cognitive apprenticeship teaching on mathematics attitudes and mathematics learning achievement of fourth-grade students. This study adopted nonequivalent groups pretest-posttest quasi-experimental design. Two fourth-grade classes of students from one elementary school in Tao Yuan country were selected to be the research sample, which were divided into the experimental group (n=33) and the control group (n=33). The cognitive apprenticeship teaching was used to be the teaching method for the experimental group while the control group received regular lecture instruction. The teaching lasted 4 weeks and 12 class sessions were included. Two research instruments－Scale of Mathematics Attitudes and Mathematics Learning Achievement Test were employed before and after teaching for two groups of students. The results from the descriptive statistics and one-way ANCOVA are listed as follows: 1. There is significant difference between experiment and control group at the grades of Scale of Mathematics Attitudes. It indicates that the cognitive apprenticeship teaching helps students get positive mathematics attitudes. 2. There is significant difference between experiment and control group at the grades of Scale Mathematics Learning Achievement Test. It indicates that the cognitive apprenticeship teaching helps students improve mathematics learning achievement. Based on research results, this study also proposed specific suggestions on teaching math and future research.
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呂淑英. "An Quasi-experimental Research of Cognitive Apprenticeship into the Mathematical Instruction to the 8th grade Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/52709941723982410752.
Full textAbstract:
碩士國立高雄師範大學
教育研究所
100
The purpose of this research was to explore the effect of the application of the cognitive apprenticeship into the mathematics instruction to the 8th grade junior high school students. A non-equivalent pretest-posttest control design based on the quasi-experiment was used with 69 students in two different classes in this study. The participants were divided into an experimental group and a control group. During the 18 research periods, the participants were instructed three units in sequence. The researcher implemented the cognitive apprenticeship method in the experimental group while the traditional teaching method in the control group. The steps of the teaching instructions were as follows: 1.Demonstrate the math-problem solving logic to the students, and guide the students to review and analyze the main ideas. 2.Solve the problems with the students together, and have the students review and analyze the main ideas themselves. 3.Have the students cooperate as a group and demo their group learning achievement. 4.Finally, have each student probe the math problems independently. The researcher used the MANCOVA to analyze the data: the independent variable was the teaching method, and the two covariants were the pre-test score of teacher-prepared mathematics achievement test and pre-test score of mathematics attitude scale, and the dependent variable were the post-test score of teacher-prepared mathematics achievement test and post-test score of mathematics attitude scale. According to the results, the findings of the research were as follows： 1.In this cognitive apprenticeship into math instruction study, there is no significant difference in the learning achievements between the experimental group and the control group in unit one and unit two; however, in unit three, the experimental group's achievement is significantly higher than the control group's. 2.There is no significant difference of the math learning attitudes between the experimental group and the control group. 3.There is a positive impact on the interpersonal relationship among students. Finally, according to the results of the research, some suggestions were discussed for the mathematics teachers for the further research.
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HO, YEN-JU, and 何彥儒. "A Study of Social Cognitive Theory and Cognitive Apprenticeship Education Training in Constructing Dental Technology by Using the Technology of the Social Network." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/td9v8m.
Full textAbstract:
碩士國立中正大學
資訊管理系研究所
106
As the population aged and the culture of food changed, the demand for creating dental molds is increasing. Due to the lack of formal education training, the dental molds made by the skill learners may be different. It even affects the health and safety of the human body. In the dental technology industry, because of needing for deep skills, the mentoring system is often used in education training, but SMEs often lack the human resources to carry out such education training. With the development of network technology, social network is springing up. It can also help education training. For example, people publish and share learning experiences and learn from each other. This is a new way of supporting learning. Therefore, the purpose of this study is to explore whether the learning effect can be improved in the social network by using the mentoring method and using micro-learning in the education training of the dental technology institute. This study adopts design science and in-depth interviews to conduct research. The Artifacts of this research include the platforms for social networking, mentoring, and informal learning. By placing a course content that is highly relevant to the work content in the Facebook, this research set up the mechanism for the correctness of the article, and set up a discussion area for the apprentices to participate in the discussion and hold a Seminar. The interviewees were dental technicians, senior staff and new students, designed for the needs of the dental technology institute. They were graded by the master and senior staff through three practical skills evaluation methods in order to confirm the students learning effectiveness. The results of the study show that the implementation of the micro-learning method in the social network, because members have a common goal, can promote the interaction between the master and the apprentice, and this can also help apprentices learn and improve their work knowledge and skills. In addition, this study also found some findings to improve education training using social networks, for example, adding the content of new technology introduction; the photo section provides annotations; the film section of the film should explain the process, pay attention to the focus, how the error occurs and how to deal with it; system section requires an administrator to review the article. The research results have good inspiration for both academic theory and practical aspects.
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Shen, Feng-Jung, and 沈峰榮. "The Implementation of Peer Cognitive Apprenticeship as Teaching Aid Strategy--An Action Research of an English Teacher." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/vypvkw.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
95
The study is an action research, exploring how an English teacher implemented and revised teaching strategies into a junior high classroom . The strategy is mixed by peer mentoring pairs and cognitive apprenticeship’s six steps: modeling, coaching, scaffolding, articulation, reflection and exploration. The researcher regard it as a teaching aid strategy and name it “Peer Cognitive Apprenticeship”The study aims to understand how the aid strategy effect students’learning ,social relationship, and the performance on learning motivation. In addition, the researcher’s professional knowledge has been improved a lot from this study.The main findings of this study are as follows:Firstly, peer cognitive apprenticeship has some parts of effects on improving the students’ learning abilities. The teaching aid strategy could be adopted on teaching vocabulary, sentences patterns and reading. Secondly, it is positive for the social relationship among students.Students’ learning motivation can be increased while students feel relaxed and cheerful in a cooperative atmosphere. Students could learn about communicative skills, cooperative skills and self-expression.Thirdly, inducing five key points of building good atmosphere of peer cognitive apprenticeship is as follows: 1. A good teaching of peer cognitive apprenticeship based on appropriate relationship between mentors and mentees. 2. To build up a learning environment where students help and respect each other. 3. The teaching mission should be delivered by the structural concept. 4. Mental satisfaction between mentors and mentees is essential. 5. The more teacher’s support toward mentors, the more mentors contribute to the activity.
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TSAI, MENG-CHI, and 蔡孟錡. "The Application of the Cognitive Apprenticeship Instructional Strategies in Nutrient Courses of Junior High School in Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/rj89b5.
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碩士國立臺北教育大學
自然科學教育學系
104
In this study, cognitive apprenticeship instructional strategies are used in Nutrient Courses of Junior High School. The researcher use the self-compiled biology concept test and learning attitude questionnaire to collect the students’ performance. Cognitive apprenticeship is posed by Collins、Brown and Newman in 1987. There are four dimensions, including the content, the method, the sequence and the sociology. The core concepts are cognitive change and situational learning. It is a Quasi-experimental study. The eighty-eight participants were enrolled by Convenience sampling. The cognitive apprenticeship teaching strategy of treatment group had fifty-eight students from two classes, and the lecture teaching strategy of control group had thirty students from one class. The duration of teaching took seventeen lessons for six weeks, in this study, the researcher uses team-work, situational problem and cognitive change lesson in the treatment group. The treatment group is significantly better than the control group in the performance of biology concept achievement (ANCOVA, F(1,85)=6.978, p＜.05) and learning attitude (ANCOVA, F(1,85)= 4.742, p＜.05). In the treatment group, we compare the pre-test with post-test of the biology concept and find that the high-score group and mid-score group are significantly better than low-score group ( ANOVA, F(2,55)=8.526, p<.05；Post Hoc Test by Scheffe, high-score group and mid-score group is no significant differences,p=.406>.05. high-score group and low-score group is significant differences, p=.001<.05. mid-score group and low-score group is significant differences, p=.029<.05.) , Only the low-score group achieved the significant in the learning attitude questionnaire (p=.034 < .05) ,but high-score group (p=.200 > .05) and mid-score group (p=.294 > .05) has no significant differences. That means cognitive apprenticeship instructional strategies are better than lecture instructional strategies in students’ biology concept learning and learning attitude.
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Cho, Yi-Pei, and 卓怡貝. "An Action Research for Process-oriented, Team-Project Based Software Engineering Education in a Cognitive Apprenticeship Framework." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/44632493621495922938.
Full textAbstract:
碩士國立屏東科技大學
資訊管理系
94
The final release of SWEBOK and SE2004 marks a key milestone for the profession of software engineering. The discipline of software engineers and the practices of software engineering education receive more attention. The academic circle begins conferring with “What support will be needed for undergraduate software engineering programs?”. As team-based, project-oriented and process-centered are all common characteristics in the professional practices of software engineering, we have been interested in examining the issues about what to teach and how to teach, in such context to effectively communicate knowledge and techniques to students. This research focuses on pedagogical execution and improvement in a software engineering course. Cognitive apprenticeship learning theory is adopted to frame project, process, team, and sociology factors in the course context. As both aspects of problem solving and research are involved, an action research is adopted as the methodology. Following the ADDIE instruction design model, we conduct the educational research in an 18-week semester with three iterations of software development, with students and project teams as the subject of study. Along the action spiral, we effectively communicate software engineering knowledge, skills and attitude to the students. Along the research spiral, we develop an integrated model of cognitive apprenticeship and software process, and establish interesting facts as evidence-based software engineering knowledge. Our study shows that designed teaching activities during requirements elicitation phase are not only relevant, but contributive to raise motivation and facilitate project development. Further, activities during waterfall phase are effective in scaffolding the ensuring UPEDU phases. Finally the UPEDU process does raise students’ awareness and conceptualization of software risks and software quality. In addition, the statistics based on several hypothesis testing shows no gender difference in course achievement in our designed teaching activities, but matters of team-based competition and collaboration do make a difference in the course achievement.
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Li, Wen-Ya, and 李文雅. "An Action Research of Integrating Cooperative Learning and Cognitive Apprenticeship in a Junior High School Chinese Class." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/54379176527529299436.
Full textAbstract:
碩士中原大學
教育研究所
105
This study applied an action research to explore a teacher’s implement of the combined cooperative learning and cognitive apprenticeship approach in a Chinese class of a junior high school. It is hoped that this study can help the researcher also the teacher to solve her teaching problems. In addition to this purpose, the researcher further explored the effects of the teaching method on students’ learning. Thirty students participated in the eight-week long study. The researcher collected and analyzed data through interviewing students, evaluating students’ assignments, observing the students’ performances, and recording the teaching process. The results of this study are as follows： 1. While implementing the combined cooperative learning and cognitive apprenticeship approach in the class, the teacher should design appropriate teaching materials, and help students focus on the important ideas of the article. These designs should motivate students to solve problems actively, so that students can improve their learning effectiveness. 2. While implementing the combined cooperative learning and cognitive apprenticeship approach in the class, it is better to assign students in the appropriate groups to encourage them help each other. A teacher should to create an active learning environment to improve students’ learning. 3. Through the action research, the teacher learned to modify her teaching activities based on student feedbacks. This helps the improvement of the teacher’s ability in designing instructional activities. Finally, according to the results of the study, the researcher proposed some suggestions for future researchers to use the combined cooperative learning and cognitive apprenticeship approach in Chinese class.