Relevant bibliographies by topics / Cognitive apprenticeship

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cognitive apprenticeship'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2025

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Journal articles on the topic "Cognitive apprenticeship"

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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 (2015): 422–23. http://dx.doi.org/10.1080/14739879.2015.1101851.

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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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Bartelds, D. C. E. "Opening the Black Box Of Expertise: Cognitive Apprenticeship in Classics Teaching." Classical World 118, no. 2 (2025): 199–216. https://doi.org/10.1353/clw.2025.a952348.

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abstract: This paper takes a cognitive approach to classics teaching, proposing Cognitive Apprenticeship as a promising method. Cognitive Apprenticeship is a teaching method that uses the principles of traditional apprenticeship to articulate the cognitive processes in learning complex tasks. Students gradually acquire expertise in interaction with their teacher, e.g., by modeling and coaching. We first explore the method by relating it to other cognitive approaches to problem-solving. In the second part, we present six concrete exercises based on Cognitive Apprenticeship. These exercises can be used in the classroom in the context of translating authentic texts and are specifically concerned with dictionary use.
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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 (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 (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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Stalmeijer, Renée E. "When I say … cognitive apprenticeship." Medical Education 49, no. 4 (2015): 355–56. http://dx.doi.org/10.1111/medu.12630.

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

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

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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 (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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Dissertations / Theses on the topic "Cognitive apprenticeship"

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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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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 Verbal–Non-verbal preference factor, with apprentices clearly preferring to learn through non-verbal means. A second factor is described as Structure–Content, with apprentices showing a preference for learning from structured programs in a structured environment. A third factor, Self-directed–Social 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 O’Malley 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 apprentice’s 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 Kember’s (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&amp.

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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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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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Books on the topic "Cognitive apprenticeship"

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M, Jennings S., and University of Exeter. School of Education., eds. Cognitive apprenticeship in teacher education. University of Exeter, School of Education, 1994.

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Grady, Karen. Adolescent literacy and content area reading. ERIC Clearinghouse on Reading English and Communication, 2002.

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Bragard, Jean Luc. Concept de soi: Performances scolaires et apprentissages fondamentaux. A.N.R.T., Université de Lille III, 2000.

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Caviglioli, Oliver, and John Tomsett. Collins et Al's Cognitive Apprenticeship in Action. Catt Educational, Limited, John, 2021.

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Rogoff, Barbara. Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford University Press, USA, 1991.

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Apprenticeship in thinking: Cognitive development in social context. Oxford University Press, 1990.

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Hesse, Hannes. LERNPROZESSE BEIM PROBLEMLÖSEN UNTER NÄHERER BETRACHTUNG DER KOGNITIVEN LERNTHEORIEN: ANCHORED INSTRUCTIONS, ZIELBASIERTE SZENARIEN UND COGNITIVE APPRENTICESHIP. GRIN Verlag GmbH, 2007.

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John, Singleton. Learning in Likely Places: Varieties of Apprenticeship in Japan (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge University Press, 1998.

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Das Lernprogramm "AVL": Konzeption, Entwicklung und empirische Untersuchung eines auf der Grundlage des Cognitive-Apprenticeship-Ansatzes erstellten Lernprogramms. P. Lang, 1996.

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Activité collective et apprentissage: De l'ergonomie à l'écologie des situations de formation. L'Harmattan, 2012.

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Book chapters on the topic "Cognitive apprenticeship"

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Garner, Joanna K. "Cognitive Apprenticeship Learning." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1202.

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Cakmakci, Gultekin, Mehmet Aydeniz, Amelia Brown, and Joseph M. Makokha. "Situated Cognition and Cognitive Apprenticeship Learning." In Springer Texts in Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43620-9_20.

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Cakmakci, Gultekin, Mehmet Aydeniz, Amelia Brown, and Joseph M. Makokha. "Situated Cognition and Cognitive Apprenticeship Learning." In Springer Texts in Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-81351-1_17.

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Dorn, Linda J., and Tammy Jones. "A Cognitive Apprenticeship Approach to Literacy." In Apprenticeship in Literacy, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781032680569-3.

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Gessler, Michael. "Situated Learning and Cognitive Apprenticeship." In International Handbook of Education for the Changing World of Work. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_108.

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Collins, Allan M. "Cognitive Apprenticeship und Veränderungen in der Arbeitswelt." In Kapital und Kompetenz. VS Verlag für Sozialwissenschaften, 2004. http://dx.doi.org/10.1007/978-3-322-80891-2_8.

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Pieters, Jules M., and Henneke F. M. de Bruijn. "Learning Environments for Cognitive Apprenticeship: From Experience to Expertise." In Cognitive Tools for Learning. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77222-1_19.

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Arzarello, F., G. P. Chiappini, E. Lemut, N. Malara, and M. Pellerey. "Learning Programming as a Cognitive Apprenticeship Through Conflicts." In NATO ASI Series. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-662-11334-9_25.

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Chang, Wen-Chih, Chiung-sui Chang, Hsuan-Che Yang, and Ming-Ren Jheng. "Game-Based History Ubiquitous Learning Environment Through Cognitive Apprenticeship." In Lecture Notes in Electrical Engineering. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6996-0_65.

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Adams, Alison K., and Daniel Bullock. "Apprenticeship in Word Use: Social Convergence Processes in Learning Categorically Related Nouns." In Springer Series in Cognitive Development. Springer New York, 1986. http://dx.doi.org/10.1007/978-1-4612-4844-6_7.

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Conference papers on the topic "Cognitive apprenticeship"

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Barrón Estrada, María Lucía, Ramon Zatarain Cabada, Catalina Sosa Ochoa, and Arcelia Judith Bustillos Martínez. "A COLLABORATIVE LEARNING ENVIRONMENT USING A PEDAGOGICAL AGENT WITH COGNITIVE APPRENTICESHIP STRATEGY." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1833.

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Bareiss, Ray, and Martin Radley. "Coaching via cognitive apprenticeship." In the 41st ACM technical symposium. ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734319.

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Atif, Yacine, Eiman Abu Khousa, Sujith Samuel Mathew, Kalthoom Al Awar, and Nujood Al Sayari. "A Portal Support to Cognitive Apprenticeship." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.135.

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Bouton, Edith, Adam Lefstein, Zvi Bekerman, and Sarah Michaels. "Rethinking Cognitive Apprenticeship Through Studio Pedagogy." In 19th International Conference of the Learning Sciences (ICLS) 2025. International Society of the Learning Sciences, 2025. https://doi.org/10.22318/icls2025.624573.

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Jones, Keith W., Dale Kristof, Larry C. Jenkins, et al. "Collaborative technologies: Cognitive apprenticeship, training, and education." In 2008 International Symposium on Collaborative Technologies and Systems (CTS). IEEE, 2008. http://dx.doi.org/10.1109/cts.2008.4543964.

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Zhang, Xiaoyan, Jun He, and Yi Qi. "COGNITIVE APPRENTICESHIP THEORY'S EFFECTS ON ONLINE LEARNING COURSES." In 2nd Eurasian Conference on Educational Innovation 2019. International Institute of Knowledge Innovation and Invention Private Limited, 2019. http://dx.doi.org/10.35745/ecei2019v2.085.

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Shah, Anshul. "Improving Students’ Programming Processes using Cognitive Apprenticeship Methods." In ICER 2023: ACM Conference on International Computing Education Research. ACM, 2023. http://dx.doi.org/10.1145/3568812.3603458.

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Shekoyan, Vazgen, Eugenia Etkina, Mel Sabella, Charles Henderson, and Chandralekha Singh. "Using cognitive apprenticeship framework and multiple-possibility problems to enhance epistemic cognition." In 2009 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2009. http://dx.doi.org/10.1063/1.3266733.

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Milojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley, and Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.

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Abstract Design is difficult to teach in traditional ways of lecturing and testing. One defined learning methodology that applies well to design education is project-based learning. In an attempt to better understand the patterns of project-based learning in different design-related programs, we studied three small groups of teachers and students at an innovative academy based out of Shanghai Institute of Visual Art, entitled De Tao Master’s Academy, and compared their education style to that of subjects in regular programs at Shanghai Institute of Visual Art. Our goal was to seek patterns of cognitive apprenticeship in our subjects’ education, and find out (a) if it’s more effective than the traditional approach, and (b) can modelling (i.e. direct replication of learned material) be excluded from a design curriculum. The information gathered through surveys, interviews and observation were segmented into six categories: (1) self-regulation, (2) creative thinking and thinking styles, (3) incorporation of cognitive apprenticeship model into teaching style, (4) teaching hours vs. self-learning, (5) individual vs. team work preference, and (6) learning environment and teaching resources. We found that self-regulation was uniformly low throughout the sample, but that De Tao curriculum aimed to increase it over the course of their programs. Most students preferred small teams, with less than 5 students to do assignments and projects with, instead of individually working or working in large teams. Curriculum and interviews indicated De Tao programs had a higher focus on teaching creative thinking and independence, which reflected on design self-efficacy scores of their students when compared with SIVA students. Learning spaces at De Tao were observed to be better, and their instruction constructed close to cognitive apprenticeship. Coaching, scaffolding, articulation and exploration were evident in the design education methods adopted at De Tao. The ethnographic findings were related into an evolved social cognitive design framework, which allowed us to preliminarily contextualize design learning influencers.
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Knobelsdorf, Maria, Christoph Kreitz, and Sebastian Böhne. "Teaching theoretical computer science using a cognitive apprenticeship approach." In the 45th ACM technical symposium. ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538944.

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Reports on the topic "Cognitive apprenticeship"

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Collins, Allan. Cognitive Apprenticeship and Instructional Technology. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada203609.

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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, 2006. http://dx.doi.org/10.51420/conf.2006.1.

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The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
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