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

By C. Hendricks. 2001

131 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3bb154f9663f754d721f5dd6429d0d86a5cd0f5c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Cognición situada y estrategias para el aprendizaje significativo (2003, background): “De acuerdo con Hendricks (2001), la cognición situada asume diferentes formas y nombres, directamente vinculados con conceptos como aprendizaje situado, participación periférica legítima, aprendizaje cognitivo (cognitive apprenticeship) o aprendizaje artesanal.”
Facilitating Student Learning Through Contextualization (2011, background): “Furthermore, it appears that transfer is difficult to discern even when explicit instruction in transfer is provided (Hendricks, 2001).”
Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences (2012, background): “A number of researchers have explored the integration of technology using cognitive apprenticeship methods (Boling and Beatty, 2010; Hendricks, 2001; Liu & Hsiao, 2002; Pahl, 2002; Schrader et al., 2003); however, few have explicitly investigated the use of cognitive apprenticeship methods in…”
Support of the collaborative inquiry learning process: influence of support on task and team regulation (2012, methodology): “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…”
COGNITIVE APPRENTICESHIP IN EDUCATIONAL PRACTICE: RESEARCH ON SCAFFOLDING, MODELING, MENTORING, AND COACHING AS INSTRUCTIONAL STRATEGIES (2003, background): “Hendricks (2001) conducted an experimental study to determine whether situated instruction was more likely to result in transferable knowledge than traditional instruction.”
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, unknown): “A classroom study by Hendricks (2001) found that discussing cause–effect relations with a peer is superior to observing the teacher identify cause–effect relations.”