%0 Book Section %1 collinskarur2014 %A Collins, A. %A Kapur, M. %B Cambridge Handbook of the Learning Sciences (2nd Edition) %C Cambridge UK %D 2014 %E Sawyer, R. K. %I Cambridge University Press %K apprenticeship cognitive epistemic practice praqtal teaching %P 109-127 %T Cognitive apprenticeship %U https://www.academia.edu/11740813/Cognitive_Apprenticeship %X Throughout most of history, teaching and learning have been based on apprenticeship. Children learned how to speak, grow crops, construct furniture, and make clothes. But they didn’t go to school to learn these things; instead, adults in their family and in their communities showed them how, and helped them do it. Even in modern societies, we learn some important things through apprenticeship: we learn our first language from our families, employees learn critical skills on the job, and scientists learn how to conduct world-class research by working side-by-side with senior scientists as part of their doctoral training. But for most other kinds of knowledge, schooling has replaced apprenticeship. Apprenticeship requires a very small teacher-to-learner ratio and this is not realistic in the large educational systems of modern industrial economies. If there were some way to tap into the power of apprenticeship, without incurring the large costs associated with hiring a teacher for every two or three students, it could be a powerful way to improve schools. In the 1970s and 1980s, researchers at the intersection of education and new computer technology were studying how this new technology could help to transform schooling. In a series of articles we explored how to provide students with apprenticeship-like experiences, providing the type of close attention and immediate response that has always been associated with apprenticeship.

@incollection{collinskarur2014, abstract = {Throughout most of history, teaching and learning have been based on apprenticeship. Children learned how to speak, grow crops, construct furniture, and make clothes. But they didn’t go to school to learn these things; instead, adults in their family and in their communities showed them how, and helped them do it. Even in modern societies, we learn some important things through apprenticeship: we learn our first language from our families, employees learn critical skills on the job, and scientists learn how to conduct world-class research by working side-by-side with senior scientists as part of their doctoral training. But for most other kinds of knowledge, schooling has replaced apprenticeship. Apprenticeship requires a very small teacher-to-learner ratio and this is not realistic in the large educational systems of modern industrial economies. If there were some way to tap into the power of apprenticeship, without incurring the large costs associated with hiring a teacher for every two or three students, it could be a powerful way to improve schools. In the 1970s and 1980s, researchers at the intersection of education and new computer technology were studying how this new technology could help to transform schooling. In a series of articles we explored how to provide students with apprenticeship-like experiences, providing the type of close attention and immediate response that has always been associated with apprenticeship.}, added-at = {2017-08-29T11:39:20.000+0200}, address = {Cambridge UK}, author = {Collins, A. and Kapur, M.}, biburl = {https://www.bibsonomy.org/bibtex/2aef2ab77778dc4f53c65664d32f383e0/yish}, booktitle = {Cambridge Handbook of the Learning Sciences (2nd Edition)}, editor = {Sawyer, R. K.}, interhash = {7aa1ae8fa71a10af4f326edef813d69e}, intrahash = {aef2ab77778dc4f53c65664d32f383e0}, keywords = {apprenticeship cognitive epistemic practice praqtal teaching}, pages = {109-127}, publisher = {Cambridge University Press}, timestamp = {2017-08-29T11:39:20.000+0200}, title = {Cognitive apprenticeship}, url = {https://www.academia.edu/11740813/Cognitive_Apprenticeship}, year = 2014 }