The role of cognitive apprenticeship in learning science in a virtual world

被引：1

作者：

Darshanand Ramdass

机构：

[1] St. Joseph's College, Patchogue, NY

来源：

Cultural Studies of Science Education | 2012年 / 7卷 / 4期

关键词：

Cognitive apprenticeship; Scaffolding; Sociocultural theory; Virtual environment;

D O I：

10.1007/s11422-012-9442-y

中图分类号：

学科分类号：

摘要：

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. © 2012 Springer Science+Business Media B.V.

引用

页码：985 / 992

页数：7

共 24 条

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