New Learning: Re-apprenticing the learner

Stockhausen, Lynette; Zimitat, Craig

doi:10.1080/0952398022000036164

Cited by 9 publications

(4 citation statements)

References 4 publications

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“…Phase I included some activities based on coaching-modeling-scaffolding; however, this study did not report the exact changes. This result was also in line with Hendriks ( 2001) and Stockhausen and Zimitat (2002) that claimed CAM accommodated elementary schools' students' cognitive skills and reasoning capability. These skills are essential in promoting HOTS.…”

Section: Results and Analysissupporting

confidence: 90%

Impact of Higher Order Thinking Skills (HOTS) Module Based on the Cognitive Apprenticeship Model (CAM) on Student’s Performance

Ibrahim¹,

Ayub

Yunus

2020

IJLTER

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This study intended to examine the difference in students' performances in terms of measurement and geometry between urban and rural schools. This research used a quasi-experimental design. This study involved a total of 63 students from urban school and 51 students from the rural school. This study conducted a pre-test, post-test, and post-delayed test to measure the students' performance. The treatment group utilized the Higher Order Thinking Skills (HOTS) based Module framed Cognitive Apprenticeship Model (CAM). The analysis of covariance showed that there is a significant difference between the post-test and post-delayed tests for the urban school. This finding revealed that the HOTS approach in teaching mathematics was more effective than the conventional teaching approach for students in an urban school. However, the result of rural schools showed that there is no significant difference in both tests. This result revealed that teachers and students from rural schools need more time to familiarize and practice the use of the HOTS approach. Hence, continuously using this approach in teaching and learning in the future should be recommended.

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Section: Results and Analysissupporting

confidence: 90%

Impact of Higher Order Thinking Skills (HOTS) Module Based on the Cognitive Apprenticeship Model (CAM) on Student’s Performance

Ibrahim¹,

Ayub

Yunus

2020

IJLTER

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“…A computer-based interactive learning environment allows adequate assistance to students at any time during the learning process. In this way, it is possible to simulate situations from the real world, especially those that are not easy to demonstrate in the classroom (Stockhausen and Zimitat, 2002). It has been shown (Hwang et al, 2009) that scaffolding based on context-aware ubiquitous learning which integrates wireless, mobile and context-awareness technologies for the detection of situation of learners in the real world, provides adaptive support or guidance to students, promoting their learning efficiency and effectiveness in performing complex science experiments.…”

Section: Cognitive Apprenticeshipmentioning

confidence: 99%

Cognitive apprenticeship as a vehicle for enhancing the understanding and functionalization of organic chemistry knowledge

Putica¹,

Trivic

2016

Chem. Educ. Res. Pract.

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This paper presents a pedagogical experiment with parallel groups through which the effectiveness of the cognitive apprenticeship model of dealing with the teaching topic Carboxylic acids and their derivatives was compared with the traditional approach to the elaboration of this topic. This experiment featured the participation of 241 students aged 17, attending their third year of grammar school, natural sciences stream. The experimental group consisted of 118 students, whereas the control group was made up of 123 students. Within the framework of the experiment, a pre-test consisting of items that resembled regular textbook items was used as an instrument for checking how balanced the previously acquired knowledge concerning the teaching topic Carboxylic acids and their derivatives of the students in the two groups was. A post-test was used as an instrument for comparing the effectiveness of the two approaches, and it mostly consisted of items that required the application of the knowledge concerning the teaching topic Carboxylic acids and their derivatives in solving real-life problems. In the pre-test, no statistically significant difference in the overall percentage of correct answers given by the two groups of students was established. In the post-test, the students from the experimental group scored a statistically significant higher percentage of correct answers compared to the students from the control group. On the basis of this, it can be concluded that the applied cognitive apprenticeship approach has the potential to improve the level of students’ understanding of the concepts from the topic Carboxylic acids and their derivatives, as well as the students’ ability to apply the knowledge on the examples from real life.

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“…Results suggest that the blogging experience may help to facilitate the development of a community of practice, as previously found by Chong (2008) and Wenger et al (2009). However, it is important to remember that the provision of a well-designed technological interface does not guarantee that effective teaching strategies will be employed (Stockhausen & Zimitat, 2002). Though the use of blogs and other interactive social media may help facilitate learning within the music student teaching experience, it is still the responsibility of the teacher educator to structure the learning environment in relevant and effective ways.…”

Section: Resultsmentioning

confidence: 99%

Blogging through the music student teaching experience: Developing virtual communities of practice

Fitzpatrick

2013

Research Studies in Music Education

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Within educational settings, well-developed web-based social networking technologies such as interactive weblogs (blogs) can serve to effectively facilitate and mediate interactions among members of a "community of practice" (Chong, 2008;Wenger, White, & Smith, 2009). The purpose of this study was to investigate the use of an interactive class blog with a group of undergraduate students (N = 9) enrolled in an American music education student teaching seminar. Specific research questions concerned the alignment of the class blog posts with the three characteristics of the communities of practice model (Wenger, 1998). Analysis of the blog posts, comments, descriptive surveys, and a researcher journal demonstrate that the virtual community did indeed align with the community of practice model in terms of a shared focus on varied aspects of the student teaching experience, a pattern of virtual interactions that demonstrates the formation of a community, and a shared repertoire of resources.

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New Learning: Re-apprenticing the learner

Cited by 9 publications

References 4 publications

Impact of Higher Order Thinking Skills (HOTS) Module Based on the Cognitive Apprenticeship Model (CAM) on Student’s Performance

Impact of Higher Order Thinking Skills (HOTS) Module Based on the Cognitive Apprenticeship Model (CAM) on Student’s Performance

Cognitive apprenticeship as a vehicle for enhancing the understanding and functionalization of organic chemistry knowledge

Blogging through the music student teaching experience: Developing virtual communities of practice

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