Teaching Causal Reasoning Through Cognitive Apprenticeship: What Are Results From Situated Learning?

Hendricks, Cher C.

doi:10.1080/00220670109598766

Cited by 89 publications

(49 citation statements)

References 24 publications

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“…This instruction was developed according to the principles of the cognitive apprenticeship model or situated cognition (Hendricks 2001;Masterman and Sharples 2002): activating prior knowledge, modelling of skills, coaching, scaffolding, articulation by the students, and evaluation and reflection by the students. Students in the control group received an instruction in problem solving, which had nothing to do with the experiment.…”

mentioning

confidence: 99%

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Saab

Joolingen

Hout-Wolters

2011

Metacognition Learning

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Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning, students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process focused on the task at hand (task regulation). In this study, we investigate how support of collaborative inquiry learning can influence the use of regulative activities of students. Furthermore, we explore the possible relations between task regulation, team regulation and learning results. This study involves tenth-grade students who worked in pairs in a collaborative inquiry learning environment that was based on a computer simulation, Collisions, developed in the program SimQuest. Students of the same team worked on two different computers and communicated through chat. Chat logs of students from three different conditions are compared. Students in the first condition did not receive any support at all (Control condition). In the second condition, students received an instruction in effective communication, the RIDE rules (RIDE condition). In the third condition, students were, in addition to receiving the RIDE rules instruction, supported by the Collaborative Hypothesis Tool (CHT), which helped the students with formulating hypotheses together (CHT condition). The results show that students overall used more team regulation than task regulation. In the RIDE condition and the CHT condition, students regulated their team activities most often. Moreover, in the CHT condition the regulation of team activities was positively related to the learning results. We can conclude that different measures of support can enhance the use of team regulative activities, which in turn can lead to better learning results.

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confidence: 99%

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Saab

Joolingen

Hout-Wolters

2011

Metacognition Learning

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“…The situated intervention was executed by a volunteer. Situated learning theory tends to exist in diverse forms such as cognitive apprenticeship, community of practice, or legitimate peripheral participation (Hendricks, 2001). In the present study, the intervention was premised on the situated learning model given by McLellan (1991McLellan ( , 1996.…”

Section: Methodsmentioning

confidence: 99%

Alleviating Mathematics Anxiety of Elementary School Students: A Situated Perspective

Sharma¹

2016

IJRES

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The present study investigates the effects of the situated learning and effortful control on mathematics anxiety of school students. Participants were 99 seventh graders who studied in two schools. Students in one of these were given instruction through the situated learning model, and the students of other school were treated as a control group. Existing instruments, namely, Mathematics Anxiety Scale by Sharma and Sansanwal (2011) and Effortful Control Scale by Lonigan and Phillips (2001) were used to measure mathematics anxiety and effortful control. Data were analyzed by using 2 × 2 factorial design analysis of covariance. Results indicated that after the experiment students who were exposed to the situated learning model had significantly less mathematics anxiety than their counterparts who were in the control group with effect size .35. The implications of the study are discussed.

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“…Although there have been numerable studies of the integration of technology and cognitive apprenticeship methods (Järvelä, 1995;Liu, 1998;Liu & Pedersen, 1998;Hendricks, 2001;Liu & Hsaio, 2002), few of these studies have focused on the use of cognitive apprenticeship methods in a Web-based environment. As an increasing number of programs worldwide offer courses online, it is important to explore how innovative methods such as the cognitive apprenticeship model can be integrated into online learning environments to enhance teaching and learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…There have been several notable studies on the integration of technology and cognitive apprenticeship methods (Järvelä, 1995;Liu, 1998;Liu & Pedersen, 1998;Hendricks, 2001;Liu & Hsaio, 2002), although relatively few explicitly investigate the use of cognitive apprenticeship methods in a Web-based environment. Research has been conducted about the integration of cognitive apprenticeship methods in the design of Internet-delivered online video case studies to support early literacy instruction for pre-service teachers (Schrader et al, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K–12 (primary and secondary) teacher education

Dickey¹

2007

Research in Learning Technology

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The purpose of this study is to investigate the integration of a cognitive apprenticeship model into an educational technology Web-based course for pre-service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a cognitive apprenticeship model, and presents the types of barriers and enablers encountered when attempting to participate in a computer-mediated cognitive apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre-service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster cognitive apprenticeship methods in a Web-based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating cognitive apprenticeship methods in a Web-based distance education course for teacher education.

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Teaching Causal Reasoning Through Cognitive Apprenticeship: What Are Results From Situated Learning?

Cited by 89 publications

References 24 publications

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Alleviating Mathematics Anxiety of Elementary School Students: A Situated Perspective

Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K–12 (primary and secondary) teacher education

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