Cognitive Apprenticeship Theory and Graduate Chemistry Education

Abstract

We address the issues of reform in laboratory instruction by linking the critical details in that process to graduate programs designed to teach advanced students the process(es) of "doing" chemistry. The link is the theory of cognitive development, which we show is an excellent model for the training of graduate students.

The Vanderbilt Scientist in the Classroom Partnership: A Novel Collaborative Apprenticeship Model for Situated Professional Development

“…Second, identifying and measuring teacher and fellow growth in both science content knowledge and teaching practice within the SCP CA would strengthen the model as a situated professional learning environment for teachers. Situated learning environments and cognitive apprenticeship models with legitimate peripheral participation have been shown to be critical to the success of teacher and scientist professional learning and learning within a real-world context (Brown et al, 1989;Lave and Wenger, 1990;Fullan and Stiegelbauer, 1991;Stewart and Lagowski, 2003;Dennen, 2004). Combining the two models such that the teacher and scientist are working together in a collaborative context (i.e.…”

Application of Cognitive Apprenticeship model (CA) to library instruction

“…Shekoyan and Etkina (2009) called upon CA while introducing second-semester physics students to a problem-solving method that relied on scaffolding. CA proved useful as a model for structuring graduate and undergraduate chemistry education Lagowski, 2003, andElliott, Stewart, andLagowski, 2008). Austin (2009) brought CA back from basic science to research in a doctoral program in higher and adult education.…”

The Design of a Cognitive Apprenticeship to Facilitate Storytime Programming for Librarians

“…A cognitive apprenticeship framework has been developed (Collins, Brown & Newman, 1989;Collins, 2006) outlining various content included when developing a cognitive apprenticeship; however, there is a need for an instructional design process to be developed that outlines the sequential process needed to deliver instruction utilizing a cognitive apprenticeship approach. While studies have been conducted exploring the utilization of cognitive apprenticeships to enhance teacher education and student preparation (Alger & Kopcha, 2011;Bouta & Paraskeva, 2013;Dennen & Bruner, 2007;Dickey, 2008;Liu, 2005;Stewart & Lagowski, 2003), there is a paucity of literature that has explored the implementation of cognitive apprenticeships within informal learning environments. The purpose of this study was to explore how the use of a cognitive apprenticeship framework could be used to mentor new programmers on storytime practices at local libraries.…”