Cognitive apprenticeship
This article or section is currently under construction
In principle, someone is working on it and there should be a better version in a not so distant future.
If you want to modify this page, please discuss it with the person working on it (see the "history")
Definition
Cognitive apprenticeship is the pedagogic strategy at the core of situated learning."Cognitive apprenticeship methods try to enculturate students into authentic practices through activity and social interaction" (Brown, Collins and Duguid, 1989). It is important not only to solve problems in a learning environment that uses real-world contexts and immerses the learner in the culture of a particular practice, but also to allow learners to witness the practitioners of that culture solving problems and carrying out tasks.
Characteristics
- introductory tasks should be based in familiar activities to allow students to use their implicit knowledge (knowledge that cannot be articulated or defined but which is used to simplify and solve problems () upon which they can build during the activities to follow
- the breakdown (decomposition)of the problem allowing for a variety of heuristic approaches that can be applied to the task
- intruduction of precise rules (algorithms) that are used by practioners to solve such a problem only after learners have been 'enculturated' making the algorithm meaningful. (Brown et al, 1989)
References
- Brown, J.S., Collins, A. and Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-41. http://www.exploratorium.edu/IFI/resources/museumeducation/situated.html