ERIC Number: ED337350
Record Type: Non-Journal
Publication Date: 1991-Apr
Aspects of Cognitive Apprenticeship in Science Teaching.
Reports about U.S. schools have indicated the need for improvement of science teaching and learning. One of the solutions advocated calls for classroom contexts that allow for authentic practice under the guidance of teachers who model pertinent skills as practitioners in the field of study. The metaphor used to describe such teaching-learning situation is that of cognitive apprenticeship: teachers model scientific skills and coach students in their attempts to handle the practical and conceptual tools in the sciences. This paper summarizes the results of a two-part study. During the first part, the learning outcomes when grade 8 students, in small groups of two and three individuals who are framing, developing, and comleting their own research agendas, are examined. The second part of the study reports on the interactions between a gifted 10th-grade student and the researcher of this study, who acted as a mentor and a coach. An interpretive research methodology was used in both parts of the study. Underlying the study was a constructivist view of knowledge acquisition. The findings of the study are based on: direct observations of teachers and students; interviews with teachers and students; audiotaped sessions of tutoring relationship; and interviews with the tutee in the relationship. The results of this study confirm the viability of the concept of cognitive apprenticeship for science teaching and learning. The discussion addresses the issue of helping teachers to change their strategies through a change of metaphors and the issue of research based in and conducted from the school level. Forty-five references are included. (KR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A