Cognitive Apprenticeship in Science through Immersion in Laboratory Practices

Charney, Jeff; Hmelo‐Silver, Cindy E.; Sofer, William; Neigeborn, Lenore; Coletta, Susan; Nemeroff, M E

doi:10.1080/09500690600560985

Cited by 80 publications

(67 citation statements)

References 17 publications

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“…One difficulty experienced by many educators was teaching students how to collect appropriate information that supports and defends a finding or a conclusion (Sandoval and Millwood 2005;Simon et al 2006). One way to answer this challenge is CA (Charney et al 2007). Collins et al (1989) defined CA as a teaching strategy that emphasizes the learning of conceptual and factual knowledge during problem solving and carrying out tasks.…”

Section: Literature Reviewmentioning

confidence: 97%

Using the Cognitive Apprenticeship Web-based Argumentation System to Improve Argumentation Instruction

et al. 2011

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This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled 'Cognitive Apprenticeship Web-based Argumentation' (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental design was adopted and qualitative and quantitative analyses were used to evaluate the effectiveness of this online system in measuring students' progress in learning argumentation. The results of this study showed that different teaching strategies had effects on students' use of argumentation in the topics of daily life and the concept of 'vision.' When the CAWA system was employed during the instruction and practice of argumentation on these two topics, the students' argumentation performance improved. Suggestions on how the CAWA system could be used to enhance the instruction of argumentation skills in science education were also discussed.

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Section: Literature Reviewmentioning

confidence: 97%

Using the Cognitive Apprenticeship Web-based Argumentation System to Improve Argumentation Instruction

et al. 2011

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“…Other science education studies have drawn upon contemporary aspects of cultural-historical theory, such as scaffolding (see Bouillion and Gomez 2001;Clark and Sampson 2007;Davis and Linn 2000;Reigosa and Jimenez-Aleixandre 2007;Rigano et al 2002), communities of practice (see Eick and Dias 2005;Olitsky 2007;Puntambekar and Kolodner 2005), situated cognition (e.g. Roth 1998), apprenticeship in thinking (see Barab and Hay 2001;Charney et al 2007), activity theory (Van Aalsvoort 2004;Roth et al 2002), task affordance (see Cowie et al 2006) and mediation through conceptual tools (see Robbins 2006). The related work of third space theory (see Bellocchi 2006) has relevance for cultural-historically oriented view of science education.…”

Section: Science Education Research In the Early Yearsmentioning

confidence: 99%

Understanding the Dialectical Relations Between Everyday Concepts and Scientific Concepts Within Play-Based Programs

Fleer

2008

Res Sci Educ

130

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In recent times there has been an enormous interest in Vygotsky's writing on conceptual development, particularly his insights on the differences between everyday and scientific thinking. In drawing upon cultural-historical theory, this paper seeks to examine the relations between everyday concepts and scientific concepts within playful contexts, such as preschools, with a view to better understanding how very young children develop conceptual understandings in science. This paper presents an overview of a study which sought to map the transformation and appropriation of scientific concepts within two early childhood settings. Approximately ten weeks of data gathering took place, with video recordings, field notes, photographic documentation, and child and teacher interviews for recording child concept formation within these naturalistic settings. The findings indicate that when teacher programs are more oriented towards concepts rather than materials, children's play is focused on conceptual connections. Importantly, the study showed that: It was possible to map the multiple and dynamic levels or stratas of thinking that a child or group of children may exhibit within play-based contexts; An analysis of 'unorganised heaps' and 'complexive thinking' evident in conceptually or materially oriented play-based programs can be determined; the dialectical relations between everyday concepts and scientific concepts in play-based programs can be understood; and greater understanding about the nature of concept formation in situated playful contexts have been possible.

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“…Scientists also learn by being apprenticed (graduate students and postgraduates) to more senior scientists. High school students have been shown to learn more sophisticated ways of thinking when allowed to participate in authentic science inquiry (Charney et al, 2007). Much younger students at our camps were immersed in a culture of science.…”

Section: Discussionmentioning

confidence: 99%