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Relevant bibliographies by topics / Cognitive apprenticeship / Dissertations / Theses

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Dissertations / Theses on the topic 'Cognitive apprenticeship'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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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 re

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2

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 perspectiv

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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 t

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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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5

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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6

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 system

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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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8

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 reali

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9

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 theoretic

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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

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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 lit

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12

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 thei

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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

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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

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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 Science<br>Department of Computer Science<br>Daniel A. Andresen<br>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 su

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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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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

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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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27

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 computation

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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 Education<br>Department of Educational Leadership<br>Trudy A. Salsberry<br>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

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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 t

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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 appr

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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<br>國立屏東教育大學<br>資訊科學系<br>100<br>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

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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.<br>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

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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<br>國立中山大學<br>教育研究所<br>103<br>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 g

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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.<br>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<br>國立彰化師範大學<br>商業教育學系<br>91<br>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, desig

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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<br>中原大學<br>教育研究所<br>97<br>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 i

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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<br>中原大學<br>教育研究所<br>96<br>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 o

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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<br>國立臺灣海洋大學<br>教育研究所<br>102<br>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, mathematic

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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<br>國立臺南大學<br>數位學習科技學系教學碩士班<br>96<br>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 mathemat

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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<br>中原大學<br>教育研究所<br>103<br>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 collecte

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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<br>中原大學<br>教育研究所<br>99<br>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 experimen

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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.

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碩士<br>國立高雄師範大學<br>教育研究所<br>100<br>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 i

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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.

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碩士<br>國立中正大學<br>資訊管理系研究所<br>106<br>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 al

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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.

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碩士<br>銘傳大學<br>教育研究所碩士在職專班<br>95<br>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 research

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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<br>國立臺北教育大學<br>自然科學教育學系<br>104<br>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 Con

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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.

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碩士<br>國立屏東科技大學<br>資訊管理系<br>94<br>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, i

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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.

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碩士<br>中原大學<br>教育研究所<br>105<br>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’ assign

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