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Journal articles on the topic 'Cognitive apprenticeship'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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1

Collins, Allan, John Seely Brown, and Susan E. Newman. "Cognitive Apprenticeship." Thinking: The Journal of Philosophy for Children 8, no. 1 (1988): 2–10. http://dx.doi.org/10.5840/thinking19888129.

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Gavriel, Jennifer. "Cognitive apprenticeship." Education for Primary Care 26, no. 6 (November 2, 2015): 422–23. http://dx.doi.org/10.1080/14739879.2015.1101851.

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3

Key, Betty A., and Vivian H. Wright. "Cognitive Apprenticeship During Preceptorship." Journal for Nurses in Professional Development 33, no. 6 (2017): 301–6. http://dx.doi.org/10.1097/nnd.0000000000000394.

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Stalmeijer, Renée E. "When I say … cognitive apprenticeship." Medical Education 49, no. 4 (March 20, 2015): 355–56. http://dx.doi.org/10.1111/medu.12630.

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5

Taylor, K. Lynn, and W. Dean &NA;. "Nursing Education as Cognitive Apprenticeship." Nurse Educator 24, no. 4 (July 1999): 31–36. http://dx.doi.org/10.1097/00006223-199907000-00018.

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6

Zhuansun, Shaoshuai, Jun‐an Yang, and Hui Liu. "Apprenticeship learning in cognitive jamming." Optimal Control Applications and Methods 40, no. 4 (March 27, 2019): 647–58. http://dx.doi.org/10.1002/oca.2502.

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Miyauchi, Kenya, Felix Jimenez, Tomohiro Yoshikawa, Takeshi Furuhashi, and Masayoshi Kanoh. "Learning Effects of Robots Teaching Based on Cognitive Apprenticeship Theory." Journal of Advanced Computational Intelligence and Intelligent Informatics 24, no. 1 (January 20, 2020): 101–12. http://dx.doi.org/10.20965/jaciii.2020.p0101.

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In recent years, educational support robots that assist learners have attracted attention. The main role of teacher-type robots in previous research has been to teach students how to solve problems and to explain learning material. Under such conditions, students may not learn the material adequately due to their reliance on the support of the robot; this paper utilizes the cognitive apprenticeship theory in order to prevent this problem. The cognitive apprenticeship theory asserts that the support provided to a student should change according to the student’s learning situation. Previous studies have reported that pedagogy based on the cognitive apprenticeship theory can improve students’ learning skills. Therefore, we hypothesize that students’ learning will improve when robots teach them how to solve questions based on the cognitive apprenticeship theory. In this paper, we investigate the learning effects of robot teaching based on the cognitive apprenticeship theory in collaborative learning with junior high-school and university students. The results of this experiment suggest that collaborative learning with robots that employ the cognitive apprenticeship theory improves the learning of high-school and university students.

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Tsukube, Takuro, and Makoto Matsuo. "The impact of cognitive apprenticeship on the perceived growth of junior doctors." Journal of Workplace Learning 32, no. 7 (July 27, 2020): 489–99. http://dx.doi.org/10.1108/jwl-04-2020-0055.

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Purpose Although cognitive apprenticeship has been widely used in various educational fields, few empirical studies have examined its effectiveness in a workplace context. This study aims to investigate the effects of cognitive apprenticeship on junior doctors’ perceived professional growth in hospitals. Design/methodology/approach A retrospective questionnaire survey was performed that asked surgeons (n = 87) and physicians (n = 92) to recall how they were instructed by their supervisors during the first five years after graduation from medical school. Findings The results of multiple regression analyzes showed that all dimensions of cognitive apprenticeship (modeling, coaching, scaffolding, articulation, reflection and exploration) had positive effects on each doctor’s perceived growth, regardless of the type of clinical practice (surgeon vs physician) or the period of supervision. It was also found that physicians experienced significantly more coaching and scaffolding, and opportunities for, articulation and reflection, than surgeons. Research limitations/implications Some of the data were collected through snowball sampling, and this study used a retrospective survey in which respondents were asked to recall past experiences. Practical implications Clinical supervisors in hospitals should adopt a cognitive apprenticeship model when supervising junior doctors. Surgical supervisors need to be more conscious of the benefits of cognitive apprenticeship. Originality/value This study confirmed that the six dimensions of cognitive apprenticeship had positive influences on the perceived growth of junior doctors, regardless of their clinical domains or period of supervision and that clinical domains influence the implementation of cognitive apprenticeship.

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Hennessy, Sara. "Situated Cognition and Cognitive Apprenticeship: Implications for Classroom Learning." Studies in Science Education 22, no. 1 (January 1993): 1–41. http://dx.doi.org/10.1080/03057269308560019.

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Rojewski, Jay W., and John W. Schell. "Cognitive Apprenticeship for Learners with Special Needs." Remedial and Special Education 15, no. 4 (July 1994): 234–43. http://dx.doi.org/10.1177/074193259401500405.

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Cognitive apprenticeship emphasizes a combination of authentic problem-solving experiences with expert guidance in lieu of decontextualized instruction. As an instructional approach, cognitive apprenticeship can support the acquisition, use, and transfer of basic and advanced cognitive skills required in school and adult life by learners with special needs. This article first examines assumptions of teaching and learning that may have a negative impact on the education and postschool success of special populations. From this overview, several emerging aspects of cognitive science considered germane to advanced thinking are identified and reviewed. A model of cognitive apprenticeship is then described as a practical means of providing academic instruction to students with special learning needs. Lastly, implications of adopting this instructional approach with special populations are discussed.

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11

Lacy, Mandy. "Learning Transactional Analysis through Cognitive Apprenticeship." Transactional Analysis Journal 42, no. 4 (October 2012): 265–76. http://dx.doi.org/10.1177/036215371204200405.

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Nichol, Jon, and Rosie Turner‐Bisset. "Cognitive apprenticeship and teachers’ professional development." Journal of In-Service Education 32, no. 2 (June 2006): 149–69. http://dx.doi.org/10.1080/13674580600650831.

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Hagstrom, Fran, Kimberly F. Baker, and Joseph P. Agan. "Undergraduate Research: A Cognitive Apprenticeship Model." Perspectives on Issues in Higher Education 12, no. 2 (October 2009): 45–52. http://dx.doi.org/10.1044/ihe12.2.45.

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Abstract This article presents a cognitive apprenticeship model that can be used to organize undergraduate research. The purpose is to encourage students and faculty to become involved in undergraduate research by providing an outline of the undergraduate research program at the University of Arkansas-Fayetteville. Theoretical articles and empirical studies are used to describe the relevance of this approach to undergraduate research. Procedural descriptions and student comments are included to demystifying the research process.

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Willemsen, Eleanor W., and Joanne Gainen. "Reenvisioning statistics: A cognitive apprenticeship approach." New Directions for Teaching and Learning 1995, no. 61 (1995): 99–108. http://dx.doi.org/10.1002/tl.37219956113.

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Casey, Carl. "Incorporating cognitive apprenticeship in multi-media." Educational Technology Research and Development 44, no. 1 (March 1996): 71–84. http://dx.doi.org/10.1007/bf02300327.

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Lai, Chin-Yuan, and Yung-Chin Yen. "Using mobile devices to support cognitive apprenticeship in clinical nursing practice – a case study." Interactive Technology and Smart Education 15, no. 4 (November 19, 2018): 348–62. http://dx.doi.org/10.1108/itse-02-2018-0008.

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Purpose This paper aims to illustrate how mobile devices could be applied to substantiate cognitive apprenticeship model to optimize nursing students’ learning experiences in clinical settings. Design/methodology/approach Eight female students from a nursing college in Taiwan were recruited in this study. They enrolled in a three-week nursing clinical practicum session in the area of psychiatric nursing. Findings Analysis of interview data from students and instructor showed that use of the mobile technology could promote the effectiveness of cognitive apprenticeship model, especially for processes of reflection, coaching, scaffolding and articulation. Originality/value The present study intended to bridge the gap between mobile technologies and cognitive apprenticeship. This study explores students’ experiences and expectations of using mobile technology in clinical nursing courses and clarifies how the cognitive apprenticeship model fits students’ experiences during using mobile technology in the clinical nursing course.

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Chen, Hong Ren, and Ju Hong Chen. "Design of Mobile Interactive Learning Community Based on Electronic Cognitive Apprenticeship Mechanism." Applied Mechanics and Materials 490-491 (January 2014): 809–13. http://dx.doi.org/10.4028/www.scientific.net/amm.490-491.809.

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With the development of computer technology and the Internet, mobile learning has become more important in E-learning applications. Being freed from traditional fixed locations and times for the unilateral learning of formal curricula, a learning style allowing for adaptation and interactivity as well as ubiquitous learning has emerged. From the perspective of cognitive apprenticeship, in which learning cognition is guided by experts, and the executive process of missions, objectives, and capacities is manifest, the master can observe and discuss with the apprentices, and revise it toward a well-mixed interactive process, promoting learner ability in diagnosing and reflecting upon errors. This study uses the electronic cognitive apprenticeship system as the basis to integrate and construct a mobile digital content learning community. Through the handheld devices or mobile devices used by learners connected through wireless Internet, learners can read and learn digital content on computer hardware fabrication. The learning behavior recorder for enhancing learner learning activity, which integrates records for tracking and learning processes for the learner, in order to conduct master discussion and guidance for apprentices in electronic cognitive apprenticeship.

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Markussen Linnet, Karen. "Cognitive Apprenticeship Learning in Paediatric Clinical Settings." Open Medical Education Journal 5, no. 1 (February 23, 2012): 1–4. http://dx.doi.org/10.2174/1876519x01205010001.

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Stewart, K. K., and J. J. Lagowski. "Cognitive Apprenticeship Theory and Graduate Chemistry Education." Journal of Chemical Education 80, no. 12 (December 2003): 1362. http://dx.doi.org/10.1021/ed080p1362.

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Hockly, N. "Modelling and 'cognitive apprenticeship' in teacher education." ELT Journal 54, no. 2 (April 1, 2000): 118–25. http://dx.doi.org/10.1093/elt/54.2.118.

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21

Farmer, James A., Annette Buckmaster, and Barbara LeGrand. "Cognitive apprenticeship: Implications for continuing professional education." New Directions for Adult and Continuing Education 1992, no. 55 (1992): 41–49. http://dx.doi.org/10.1002/ace.36719925506.

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Brandt, Barbara Legrand, James A. Farmer, and Annette Buckmaster. "Cognitive apprenticeship approach to helping adults learn." New Directions for Adult and Continuing Education 1993, no. 59 (1993): 69–78. http://dx.doi.org/10.1002/ace.36719935909.

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23

Quek, Pek Noi. "Building Capability through Cognitive Apprenticeship: The Singapore Armed Forces Competency-Based Learning Project." Journal of Information & Knowledge Management 05, no. 03 (September 2006): 173–82. http://dx.doi.org/10.1142/s0219649206001426.

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The Singapore Armed Forces (SAF) Competency-Based Learning (CBL) Project is a cognitive apprenticeship designed by the Learning Development Project Office in SAFTI Military Institute, Singapore to assist SAF in establishing long-term indigenous capability in the CBL methodology to facilitate curriculum development in the Third Generation SAF. This project aims to translate the SAF Leadership Competency Model through an infusion of the CBL methodology in selected SAF schoolhouse training and educational curricula in an engagement with an external consultancy, and ensure SAF internalises the CBL methodology from the consultancy for large-scale independent implementation and sustainability in the long-term. Situated cognition, social constructivism and knowledge-creation through socialisation theories from which cognitive apprenticeship is based are also briefly discussed. In addition, the SAF CBL Project also requires SAF-consultancy interactions to be designed for optimisation of learning and knowledge acquisition (KA) outcomes. Specifically, the SAF CBL cognitive apprenticeship uses knowledge elicitation tools and techniques in a SAF CBL KA process to learn and construct knowledge of the CBL methodology through participation in shared experiences with the consultant team, and capturing of lessons learnt and best practices from which individual learning and team learning through socialisation can take place.

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Rezania, Vanda, Ermawati Zulikhatin Nuroh, and Lely Ika Mariyati. "Kemampuan Cognitive Apprenticeship Sebagai Bagian Dari Keterampilan Dasar Mengajar Guru Sekolah Dasar." Pedagogia : Jurnal Pendidikan 9, no. 1 (March 2, 2020): 43–52. http://dx.doi.org/10.21070/pedagogia.v9i1.258.

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The purpose of this study is to explore further the quality of the basic teaching skills of teachers and the usefulness of students' cognitive apprenticeship abilities that are part of a teacher's basic teaching skills. This study uses a literature review research method that describes theories, findings, and other research materials obtained from reference materials to serve as a basis for research activities to develop a framework for cognitive apprenticeship and basic teaching skills of teachers. The results obtained are that the basic teaching skills of teachers still need to be improved. So we need a breakthrough to help improve the basic skills of teaching teachers, one of which is by applying cognitive apprenticeship skills in the teaching skills of prospective teacher students starting from habituation in lectures.

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Tsui, Pei-Ling, and Yen-Cheng Chen. "Sustainable Development of Hotel Food and Beverage Service Training: Learning Satisfaction with the Situated Cognitive Apprenticeship Approach." Sustainability 12, no. 5 (March 4, 2020): 1951. http://dx.doi.org/10.3390/su12051951.

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The main purpose of this study is to explore the impact of the cognitive apprenticeship teaching approach in food and beverage (F&B) service training courses on learning satisfaction. This study is a quasi-experimental research design conducted using pretest–post-test nonequivalent groups. Its research subjects are primarily new employees from the F&B departments of well-known five-star, high-end hotels in Taiwan who must undergo education and training. The new employees are divided into an experimental group and a control group for the eight-week teaching practicum. This study concludes that learning satisfaction achieved through the cognitive apprenticeship teaching approach during the F&B training course is superior to that achieved through the conventional teaching approach of lecturing. An innovative finding of the current research is that regardless of whether cognitive apprenticeship teaching is adopted, the master–apprentice relationship is the most important factor in the five-facet measurement of learning satisfaction. This point also explains why the cognitive apprenticeship approach is a suitable teaching and training strategy. The greatest contribution of this study is that it provides a direction for the application and sustainable development of hotel staff training and offers references for the improvement of future hotel training programs.

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Moon, Hanna. "Unleashing apprenticeship: from onboarding to professional development." European Journal of Training and Development 42, no. 1/2 (February 19, 2018): 110–24. http://dx.doi.org/10.1108/ejtd-06-2017-0056.

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Purpose The purpose of this paper is to explore the process and activities of apprenticeship from onboarding to professional development. Design/methodology/approach Literature was reviewed to highlight the important characteristics of cognitive and collaborative apprenticeship, onboarding and professional development. Findings The conceptual model was developed to identify the specific activities of apprenticeship at the onboarding, developmental and proficient phases. Originality/value This study enlightens the aspects of the way in which apprentices can make adjustments to their organizations and become proficient workforces.

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Knoblauch, Ken. "Cognitive Apprenticeship Approach to Teaching Cohesion in Writing." ITL - International Journal of Applied Linguistics 156 (2008): 129–30. http://dx.doi.org/10.2143/itl.156.0.2034426.

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Knoblauch, Ken. "Cognitive Apprenticeship Approach to Teaching Cohesion in Writing." ITL - International Journal of Applied Linguistics 156 (2008): 129–30. http://dx.doi.org/10.1075/itl.156.11lau.

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Stalmeijer, Renée E., Diana H. J. M. Dolmans, Hetty A. M. Snellen-Balendong, Marijke van Santen-Hoeufft, Ineke H. A. P. Wolfhagen, and Albert J. J. A. Scherpbier. "Clinical Teaching Based on Principles of Cognitive Apprenticeship." Academic Medicine 88, no. 6 (June 2013): 861–65. http://dx.doi.org/10.1097/acm.0b013e31828fff12.

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Weidner, Brian N. "Achieving Greater Musical Independence in Ensembles through Cognitive Apprenticeship." Music Educators Journal 104, no. 3 (March 2018): 26–31. http://dx.doi.org/10.1177/0027432117746217.

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Musical independence is a common objective for large-ensemble classes, but traditional, teacher-centric instructional practices for these groups may discourage rather than promote students’ critical thinking and decision making in music. Cognitive apprenticeship provides an instructional approach through which student musicians can develop skills for musical independence, including critical thinking and problem solving, while at the same time maintaining high-quality large ensembles. This process involves three stages of instruction: modeling, coaching, and fading. This article presents examples from several band directors who use a cognitive apprenticeship approach that can be applied to all types of large ensembles to help students develop the skills and competencies needed to engage with music meaningfully on their own, both within and outside the music classroom.

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Akhavan, Nancy, and Nichole Walsh. "Cognitive Apprenticeship Learning Approach in K-8 Writing Instruction: A Case Study." Journal of Education and Learning 9, no. 3 (May 28, 2020): 123. http://dx.doi.org/10.5539/jel.v9n3p123.

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This article explains a mixed methods study utilizing multiple cases in which answers to the question of how cognitive learning theory can influence instruction that maintains the central role that teachers have in the classroom, responding to students’ learning needs as they work on authentic tasks. The researcher investigated the responses of teachers to training around a model of instruction incorporating cognitive learning theory. What emerged from the inquiry was a model of instruction based on cognitive apprenticeship titled Cognitive Apprenticeship Learning Approach (CALA). This paper outlines the analysis of CALA based on the fidelity of teachers implementing carefully constructed instruction to apprentice students in writing based on teacher observations and data on student writing after attending targeted professional development. The data were collected from a group of 132 classroom teachers spanning the grades of transitional kindergarten through eighth grade. One consistent finding is that instruction based on a lesson design that focuses on cognitive apprenticeship increases students’ ability to write in the early grades. The cross-case analysis revealed that teachers wanted to collaborate with peers or a coach so that it would be easier to write the lessons, and they would know which lessons were stronger than others. The analysis also revealed that teachers felt the CALA training increased their ability to teach writing and that their students’ writing had improved overall.

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Yoshizawa, Ryo, Felix Jimenez, and Kazuhito Murakami. "Proposal of a Behavioral Model for Robots Supporting Learning According to Learners’ Learning Performance." Journal of Robotics and Mechatronics 32, no. 4 (August 20, 2020): 769–79. http://dx.doi.org/10.20965/jrm.2020.p0769.

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Educational support robots have been the focus of study in recent years. Studies have reported that robots providing educational support, based on cognitive apprenticeship theory, provided learners with effective collaborative learning. However, the robots were remote controlled, so no behavioral model was constructed of robots operating autonomously to provide educational support. Therefore, in this paper, we construct a behavioral model in which robots autonomously provide educational support based on cognitive apprenticeship theory. In addition, through a comparative experiment with a behavioral model providing educational support in accordance with learner requests, which is a conventional technique, we verify the learning effects of this behavioral model on university students.

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Caskey, Micki, and Karen Swanson. "Developing an Academic Identity Using the Cognitive Apprenticeship Model." International Journal of Multidisciplinary Perspectives in Higher Education 5, no. 2 (December 31, 2020): 134–39. http://dx.doi.org/10.32674/jimphe.v5i1.2690.

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In this essay, we describe how the cognitive apprenticeship model serves as a framework for mentoring early-career women faculty into the professoriate. We illuminate our ideas using the metaphor of a kaleidoscope to inspire and support women faculty as they grow as academic writers and build their academic identities.

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Kasinath, H. M. "Technology-Based Cognitive Apprenticeship For Empowering Children With Disabilities." i-manager’s Journal on Educational Psychology 2, no. 4 (April 15, 2009): 20–26. http://dx.doi.org/10.26634/jpsy.2.4.270.

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Küng, Rosmarie, Diana Staudacher, and Eva-Maria Panfil. "Ein zentrales pädagogisches Modell für die Praxisausbildung: „Cognitive Apprenticeship“." PADUA 13, no. 2 (May 2018): 115–23. http://dx.doi.org/10.1024/1861-6186/a000424.

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Zusammenfassung. In der pflegerischen Praxisausbildung ist ein pädagogisches Modell gefragt, das zwei Zielen gerecht wird: fachlich-methodische Kompetenzen aufzubauen und zugleich ein breites Spektrum an sozialen Fähigkeiten zu entwickeln. Wie die Erfahrung am Universitätsspital Zürich zeigt, erfüllt „Cognitive Apprenticeship“ in Kombination mit der Lern- und Arbeitsgemeinschaft beide Anforderungen. Zudem entspricht dieses Modell den wissenschaftlich fundierten Kriterien für „guten Unterricht“.

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Hosenfeld, Carol, Isabel Cavour, and David Bonk. "Adapting a Cognitive Apprenticeship Method to Foreign Language Classrooms." Foreign Language Annals 29, no. 4 (December 1996): 588–96. http://dx.doi.org/10.1111/j.1944-9720.1996.tb01270.x.

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Charney, Jeff, Cindy E. Hmelo‐Silver, William Sofer, Lenore Neigeborn, Susan Coletta, and Martin Nemeroff. "Cognitive Apprenticeship in Science through Immersion in Laboratory Practices." International Journal of Science Education 29, no. 2 (February 5, 2007): 195–213. http://dx.doi.org/10.1080/09500690600560985.

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Gardiner, Angela, and John Anderson. "Cognitive apprenticeship: a key component of contemporary endoscopy education." Gastrointestinal Nursing 11, no. 7 (September 2013): 45–51. http://dx.doi.org/10.12968/gasn.2013.11.7.45.

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Tompkins, Elizabeth K. "Application of Cognitive Apprenticeship model (CA) to library instruction." College & Undergraduate Libraries 23, no. 1 (January 2, 2016): 1–15. http://dx.doi.org/10.1080/10691316.2014.930334.

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Cheng, Chen-Yang, Tsung-Yin Ou, Tzu-Li Chen, and Yin-Yann Chen. "Transferring cognitive apprenticeship to manufacturing process knowledge management system." VINE 44, no. 3 (August 5, 2014): 420–44. http://dx.doi.org/10.1108/vine-03-2013-0011.

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Purpose – This study aims to develop a manufacturing process management system which aims to benefit the excavation, collection and search of the mentors’ experience and knowledge. The coating painting industry is a typical small and medium-sized traditional industry and usually depends on master's experience to solve the manufacturing problem. Design/methodology/approach – Based on the characteristics and manufacturing process of the architectural coating industry, this study develops a practical knowledge management system (KMS) with two stages. The first stage collects and analyzes manufacturing process data, and the second stage constructs the KMS of the manufacturing process. Findings – This manufacturing process KMS can accumulate and share the operators’ experience and knowledge systematically; this KMS not only improves the apprentices’ skill and problem-solving abilities but also enhances the enterprise’s overall product quality, undoubtedly. Research limitations/implications – This manufacturing process KMS was designed to be implemented in architectural coating industry which is defined as a “3K” industry. Such a specific manufacturing process KMS is not a generalized principles system which is hard to apply to other industries because the different industries own different explicit and tacit knowledge which cannot be captured in this study simultaneously. Further research will try to design a more complete and integrated KMS for industry and combine it with other approaches such as TRIZ (Russian acronym for the theory of inventive problem solving), patent database and problem-solving tools. Practical implications – The developments of this manufacturing process KMS software was based on systematic analysis and design. Using the architectural coating industry as an example, this system externalized the cognitive apprenticeship and developed a KMS based on the characteristics of the manufacturing process to preserve and share the valuable manufacturing process knowledge. Originality/value – The paper extends knowledge management’s contribution to externalize the cognitive apprenticeship and develop a KMS. The adoption of this manufacturing process KMS enables employees to improve their techniques, skills and problem-solving abilities and enables companies to enhance the overall product quality.

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Tisdale, Kit. "Dissention and distress in a cognitive apprenticeship in reading." Reading Research and Instruction 41, no. 1 (September 2001): 51–82. http://dx.doi.org/10.1080/19388070109558358.

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Backus, Clark, Kevin Keegan, Charles Gluck, and Lisa M. V. Gulick. "Accelerating leadership development via immersive learning and cognitive apprenticeship." International Journal of Training and Development 14, no. 2 (June 2010): 144–48. http://dx.doi.org/10.1111/j.1468-2419.2010.00347.x.

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Lyons, Kayley, Jacqueline E. McLaughlin, Julia Khanova, and Mary T. Roth. "Cognitive apprenticeship in health sciences education: a qualitative review." Advances in Health Sciences Education 22, no. 3 (August 20, 2016): 723–39. http://dx.doi.org/10.1007/s10459-016-9707-4.

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Napari, Ayuba. "Using Cognitive Apprenticeship to Enhance the Study of Budgeting and Budgetary Control: An Action Research1." Universal Academic Research Journal 2, no. 1 (January 1, 2020): 1–14. http://dx.doi.org/10.17220/tuara.2020.01.1.

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Flowers, Susan K., Katherine M. Beyer, Maria Pérez, and Donna B. Jeffe. "Early Environmental Field Research Career Exploration: An Analysis of Impacts on Precollege Apprentices." CBE—Life Sciences Education 15, no. 4 (December 2016): ar67. http://dx.doi.org/10.1187/cbe.15-11-0230.

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Research apprenticeships offer opportunities for deep understanding of scientific practice, transparency about research careers, and possible transformational effects on precollege youth. We examined two consecutive field-based environmental biology apprenticeship programs designed to deliver realistic career exploration and connections to research scientists. The Shaw Institute for Field Training (SIFT) program combines introductory field-skills training with research assistance opportunities, and the subsequent Tyson Environmental Research Fellowships (TERF) program provides immersive internships on university field station–based research teams. In a longitudinal mixed-methods study grounded in social cognitive career theory, changes in youth perspectives were measured during program progression from 10th grade through college, evaluating the efficacy of encouraging career path entry. Results indicate SIFT provided self-knowledge and career perspectives more aligned with reality. During SIFT, differences were found between SIFT-only participants compared with those who progressed to TERF. Transition from educational activities to fieldwork with scientists was a pivotal moment at which data showed decreased or increased interest and confidence. Continuation to TERF provided deeper relationships with role models who gave essential early-career support. Our study indicates the two-stage apprenticeship structure influenced persistence in pursuit of an environmental research career pathway. Recommendations for other precollege environmental career–exploration programs are presented.

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Setiyo, Yatim Riyanto, and Luthfiyah Nurlaela. "Cognitive Apprenticeship Improves Self Efficacy At Aviation Polytechnic Of Surabaya." Journal of Education and Vocational Research 10, no. 1(V) (December 9, 2019): 9–11. http://dx.doi.org/10.22610/jevr.v10i1(v).2958.

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Internships are a method of connecting learning in schools with actual work powered by experts inthe field of work. Self-efficacy skills are very necessary in the world of work. Self efficacy is, a person's beliefin carried out their duties. The research purpose determined the effect of cognitive apprenticeship onstudents self efficacy in Flight Polytechnics. The research method used ANOVA with the experimental andcontrol groups, with 140 research subjects. The results showed the influence of cognitive apprenticeship onself efficacy. Self-efficacy ability is needed in the world of work, because it relates to one's success in doingwork. Vocational education aims to prepare a skilled workforce. Internships are a means to bring studentscloser to the world of work. Soft skills in vocational education must be developed. The apprentice is able tobring the development of soft skills to students. Workers with self-efficacy skills are needed in the industrialera.

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Kazuko Minematsu. "Building a Conceptual Model for Performing an Academic Oral Presentation: Cognitive Apprenticeship." Modern Journal of Studies in English Language Teaching and Literature 2, no. 2 (December 29, 2020): 57–74. http://dx.doi.org/10.56498/222020101.

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The purpose of this qualitative study is to investigate how student engagement in cognitive apprenticeship through the pair work activity helps build a conceptual model for performing an academic oral presentation. The participants were university students who were learning English as a foreign language (EFL) in Japan. During the pair work activity, the students practiced their presentations with three different partners, including giving advice and providing feedback. After the pair work activity, the students answered the post-activity questionnaire concerning the four elements of cognitive apprenticeship: modeling, articulation, reflection, and exploration (Collins & Kapur, 2014; Dennen, 2004; Dennen & Burner, 2008). The written responses were coded and analyzed thematically. The findings of the study reveal that these four aspects of cognitive apprenticeship are critically related to building a conceptual model for performing an academic oral presentation: (a) the students could observe and build a conceptual model of the thinking processes necessary for making an oral presentation, (b) they could articulate their ideas about why one oral presentation is "good," but another is "poor," (c) the students could compare their own problem-solving processes with those of other students, and (d) they could pose their own problems and try to find how to solve them. This study offers new insights into designing and implementing an activity, guiding students to perform an academic oral presentation with appropriate scaffolding in the EFL classroom.

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Amalia, F. R., S. Ibnu, H. R. Widarti, and H. Wuni. "Students’ Mental Models of Acid and Base Concepts Taught Using Cognitive Apprenticeship Learning Model." Jurnal Pendidikan IPA Indonesia 7, no. 2 (July 16, 2018): 187–92. http://dx.doi.org/10.15294/jpii.v7i2.14264.

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A mental model is a student's perception or description of a concept. Chemistry learning requires deep understanding including three levels of representation; macroscopic, sub-microscopic, and symbolic. These three levels of representation are interconnected to form a meaningful understanding and students' mental model. The purpose of this study was to look at the mental models of students on acid and base topic taught using cognitive apprenticeship learning model. This research employed explanatory sequential mix method with 65 research subjects. The research instrument was in the form of a description test of acid-base concepts and an interview guideline for the students’ answers on the test. The results showed that students had good mental models (63.64%) on acid and base taught using cognitive apprenticeship learning model.

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Wiss, Andrew, Julie A. DeLoia, Laurie Posey, Noemi Waight, and Leonard Friedman. "FACULTY DEVELOPMENT FOR ONLINE LEARNING USING A COGNITIVE APPRENTICESHIP MODEL." International Journal on Innovations in Online Education 2, no. 1 (2018): 32. http://dx.doi.org/10.1615/intjinnovonlineedu.2018025705.

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Jung, Jong Won. "Apprenticeship in Thinking: Cognitive Development in Social Context (Barbara Rogoff)." Korean Journal of Medical Education 21, no. 2 (June 30, 2009): 197–98. http://dx.doi.org/10.3946/kjme.2009.21.2.197.

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