Cognitive Apprenticeship, Technology, and the Contextualization of Learning Environments

Abstract

The purpose of this electronic paper is twofold: (1) to add clarity and consistency to the notion of cognitive apprenticeship as a framework for instructional design; and (2) to view the connection between cognitive apprenticeship and computerbased learning. The paper is organized around three major sections and a conclusion. The first section examines the theoretical and philosophical backgrounds of the cognitive apprenticeship model. It explores the relationship between the traditional apprenticeship and the cognitive apprenticeship approach. The second section focuses on the various dimensions and components of cognitive apprenticeship. The third section deals with the role of technology in supporting and implementing cognitive apprenticeship as a model for designing learning environments. The conclusion outlines major benefits and challenges when implementing the cognitive apprenticeship model.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 68 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.