instructional_design:cognitive_apprenticeship
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instructional_design:cognitive_apprenticeship [2011/08/22 11:18] jpetrovic [What is the practical meaning of cognitive apprenticeship?] |
instructional_design:cognitive_apprenticeship [2023/06/19 16:03] (current) |
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| * "//it is up to the teacher to identify ways in which cognitive apprenticeship can work in his or her own domain of teaching. //"(([[http://northwestern.academia.edu/AllanCollins/Papers/229120/Cognitive_Apprenticeship_Making_Thinking_Visible|Collins, Allan, John Seely Brown, and Ann Holum. Cognitive Apprenticeship: Making Thinking Visible. American Educator 15, no. 3: 6-11, 1991.]])) | * "//it is up to the teacher to identify ways in which cognitive apprenticeship can work in his or her own domain of teaching. //"(([[http://northwestern.academia.edu/AllanCollins/Papers/229120/Cognitive_Apprenticeship_Making_Thinking_Visible|Collins, Allan, John Seely Brown, and Ann Holum. Cognitive Apprenticeship: Making Thinking Visible. American Educator 15, no. 3: 6-11, 1991.]])) | ||
| - | A detailed example still can be found in the work of Enkenberg(([[http://www.sciencedirect.com/science/article/B6VDC-444DY90-6/2/4f96e45d0461f2a869258c8e37513ca9|Enkenberg, Jorma. Instructional design and emerging teaching models in higher education. Computers in Human Behavior 17, no. 5-6: 495-506, September 2001.]])) | + | A detailed example still can be found in the work of Enkenberg(([[http://www.sciencedirect.com/science/article/B6VDC-444DY90-6/2/4f96e45d0461f2a869258c8e37513ca9|Enkenberg, Jorma. Instructional design and emerging teaching models in higher education. Computers in Human Behavior 17, no. 5-6: 495-506, September 2001.]])). |
| - | Still, the difference between decontextualized and contextualized learning, characteristic for cognitive apprenticeship(([[http://math.unipa.it/~grim/QRDM_Dimakos-Nikoloudakis-Ferentinos_20_2010.pdf|Dimakos, G., E. Nikoloudakis, S. Ferentinos, and E. Choustoulakis. The role of examples in Cognitive Apprenticeship. Mediterranean Journal for Research in Mathematics Education, 2010.]])) in educational process can be explained on following example((Borrowed from Heeter, C. Situated Learning for designers: Social, Cognitive and Situative Framework. 2005.)): | + | The difference between decontextualized and contextualized learning, characteristic for cognitive apprenticeship(([[http://math.unipa.it/~grim/QRDM_Dimakos-Nikoloudakis-Ferentinos_20_2010.pdf|Dimakos, G., E. Nikoloudakis, S. Ferentinos, and E. Choustoulakis. The role of examples in Cognitive Apprenticeship. Mediterranean Journal for Research in Mathematics Education, 2010.]])) in educational process can be explained on following example((Borrowed from Heeter, C. Situated Learning for designers: Social, Cognitive and Situative Framework. 2005.)): |
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