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Table 1. The cognitive apprenticeship model
I) Content
Strategies for fostering not only the learning of conceptual, factual and procedural content, but also the learning of how experts use that
knowledge to solve authentic problems. The model identifies four categories of expert knowledge that should be present in a learning
environment.
1. Domain Knowledge:
Conceptual, factual and procedural subject matter content.
2. Problem-solving and heuristic
strategies:
Techniques and know-how developed by experts through the practice of solving problems and carrying
out tasks.
3. Control strategies:
Knowing how to select the appropriate problem solving strategy depending on the problem at hand.
4. Learning strategies:
Learning how to learn.
II) Method
Strategies to promote students first observing experts performing in context and then allowing them to practice so that they can discover
the strategies used by those exper ts.
1. Modeling:
Expert performs a task or solves a problem that students observe so that they can build a conceptual
model of that process.
2. Coaching:
Giving hints, feedback or scaffolding when observing students performing a task or solving a problem
so that they can get closer and closer to becoming experts.
3. Scaffolding:
Support that the teacher provides during the students' learning process, like questions, suggestions, show-
ing how to do it, etc. Should be faded (gradually removed) as students progress.
4. Articulation:
Students demonstrate what they have learned of the different types of expert knowledge.
5. Reflection:
Students compare their performance against other peers and the expert.
6. Exploration:
Students are encouraged and assisted to pursue new problems that could be of interest to them.
III) Sequencing
Strategies to design an appropriate sequencing of activities to accommodate the students' different stages of skills learning.
1. Increasing complexity:
Students learn a complex skill by learning simpler skills first and then gradually increasing their complexity.
2. Increasing diversity:
Students apply the learned skills to diverse tasks, problems, and contexts.
3. Global before local skills:
Students solve, carefully scaffolding their performance, global problems that require the application of
skills not fully learned yet. In this way students first build a conceptual model of the overall activity.
IV) Sociology
Strategies to build a social organization within the environment so that students can solve problems embedded in an experts' simulated
culture.
1. Situated Learning:
Within the learning environment, students apply their acquired knowledge in contexts similar to the ones
where they would be applying it in the future.
2. Culture of expert practice:
Students participate in a culture of expert practice created by the learning environment. The aim is that
they end up thinking as the experts do.
3. Intrinsic motivation:
Students solve realistic problems within the culture of expert practice, which fosters their intrinsic mo-
tivation as opposed to being extrinsically motivated with grades.
4. Exploiting cooperation:
Students solve problems collaboratively, which helps foster the social construction of knowledge.
5. Exploiting competition:
Student groups compare how they solve a certain problem with other groups.
increased the quality of the cognitive and meta-
cognitive abilities of the task-oriented students;
however the non-task oriented students were not
capable of becoming independent of the social
support during the fading stage. In another study
done by Hendricks (2001) he compared the use
of the model of cognitive apprenticeship with a
more traditional lecture type instructional design
to teach the topic of causality to 7th grade students.
His results showed that students using the situ-
ated instruction method learned significantly more
than the students using the lecture method. He
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