The Role of Cognitive Apprenticeship in Learning Science in a Virtual World

Autor/in	Ramdass, Darshanand
Titel	The Role of Cognitive Apprenticeship in Learning Science in a Virtual World
Quelle	In: Cultural Studies of Science Education, 7 (2012) 4, S.985-992 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-012-9442-y
Schlagwörter	Virtual Classrooms; Science Education; Learning Theories; Sociocultural Patterns; Teaching Methods; Learning Processes; Epistemology; Educational Research; Classroom Environment; Science Instruction; Educational Technology; Educational Games; Computer Games; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Learning theory; Lerntheorie; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Erkenntnistheorie; Bildungsforschung; Pädagogische Forschung; Klassenklima; Unterrichtsklima; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Computer based training; Computerunterstützter Unterricht
Abstract	This article extends the discussion started by Margaret Beier, Leslie Miller, and Shu Wang's (2012) paper, "Science games and the development of possible selves". In this paper, I suggest that a theoretical framework based on a sociocultural theory of learning is critical in learning in a virtual environment. I will discuss relevant research on the application of various components of the sociocultural perspective of learning in classroom environments and the potential for applying them in virtual worlds. I propose that research in science education should explore the processes underlying cognitive apprenticeship and determine how these processes can be used in virtual environments to help students learn science successfully. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10