• Korean Journal of Child Studies
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• v.21 no.2
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• pp.33-44
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• 2000

In this study, a random sample of 111 six-year-old children were assigned to one of 3 experimental conditions: categorization training using cognitive apprenticeship, categorization training using metacognitive procedures, and no categorization training. Level of intelligence was measured by Raven's(1986) Coloured Progressive Matrics(CPM). No difference was found between apprenticeship and metacognitive training in the high CPM children. In the middle and low CPM levels, cognitive apprenticeship training was more efficient than metacognitive training. This indicates that cognitive apprenticeship, which emphasizes the thinkaloud procedure of both the experts and the novice though modeling and coaching for self-implementation, is a more effective approach than the metacognitive approach for categorization in middle and low CPM children.

• Journal of the Korea Society of Computer and Information
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• v.11 no.3
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• pp.21-30
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• 2006

This study applies the cognitive apprenticeship theory a representative learning theory of constructivism. to design and create a web courseware for data device operator license. to enable research that begins with peripheral participation in Problem solving and ends with full participation and initiative, to act as a medium for assisting students in learning, to enable adaptation to actual situations through simulation studies, to allow aggressive interaction, and to help reinforce the level of data processing with regard to learning. The student was made to evaluate learning materials at real time for feedback on insufficient areas, to enable effective learning. The study was done by offering a web courseware without applying the cognitive apprenticeship theory and a web courseware with the cognitive apprenticeship theory, which was followed by an evaluation on study achievement level and learning behavior and then a survey was done after the evaluations. The results of this study were first, the learning group with web courseware applying cognitive apprenticeship theory showed more effect in improving learning achievement than the group with web courseware without the cognitive apprenticeship theory. Secondly, learning with web courseware applying cognitive apprenticeship theory was more effective for improving learning behavior.

• Journal of the Korean earth science society
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• v.27 no.2
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• pp.140-148
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• 2006

This is a theoretical study of which the goal is to investigate the meaning of a participation metaphor (PM) for learning and draw its implication for teaching and learning science. The review of relevant literature reveals that the PM is associated with the view of learning as ongoing participation in sociocultural practices within a community, and that cognitive apprenticeship is an instructional model related closely to the PM. It is then suggested that a community of learners should be developed if science teaching and learning are to be implemented in line with the PM. Finally, the present study briefly introduces a high school science club as an exemplar of science learning community, including what should be considered in science education research.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.55-64
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• 2008

Even though studies on improvement of programming language teaching and learning have been made continuously and many education courseware for programming languages have been developed, computer programming learners' performance is relatively poor. Thus, in this paper, we designed and realized a web- based visual programming learning system by applying cognitive apprenticeship model to improve effect of computer programming education and then put this system into practice in class. As a result, we suggested that it can have positive influence upon learners' performance and their attitude.

• Journal of Convergence for Information Technology
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• v.8 no.1
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• pp.153-160
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• 2018

This study suggests the development and the application of cognitive apprenticeship to instructional design for the 'computer and presentation skill' among the liberal arts computer courses in H university. The purpose of this paper is to show effects of instructional design on learning of the liberal arts computer courses employing cognitive apprenticeship, and examine earner's satisfaction of instructional planning, lecture contents, and teaching methods, which are evaluation elements of the content evaluation area. As a result of the study, cognitive apprenticeship theory has improved the satisfaction of the lesson plan, lecture contents and teaching method. Therefore, this study has significance in that it recognizes that cognitive apprentice theory is effective for general computer class. It is expected that it will be applied to effective teaching methods of liberal arts computer related subjects in the future.

• Journal of Gifted/Talented Education
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• v.14 no.1
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• pp.29-46
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• 2004

This study investigated a 7-week summer science research apprenticeship program for gifted high school students in U.S. The purpose of the study was to examine the reasons why the high school student participated in the program, the students' perceptions on the benefits of the apprenticeship program, and to investigate mentors' perceptions on assessment and mentorship of the students' projects. For this study, laboratory works and group meetings were observed, students' journal and research products were analyzed, and interviews were administrated with student apprentices and some mentors. The result revealed that the main reasons of students' participation were to perform research with university professionals, to understand the scientific research, and to explore their college/career decisions. Students' participation was strongly associated with their internal motivation and interests. The students perceived the benefits of the apprenticeship program as providing them with the experience of the nature of real scientific research, of learning of scientific knowledge on the focus area, and wiser college/career decisions. Students' projects were assessed and guided through on-going interactions and cognitive apprenticeship between mentors and student apprentices.

• The Journal of Korean Association of Computer Education
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• v.8 no.5
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• pp.85-95
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• 2005

In the information and knowledge-based society, problem-solving ability to utilize information and to cope with various problem situations is considered to be much more important than simply memorized knowledge. On the basis of such needs of the current society, various studies were conducted focusing on the merits of e-learning to create learning environments that can help students acquire basic knowledge and develop problem-solving abilities. This study attempted to design and develop a web-based learning environment for problem-solving applying cognitive apprenticeship that can help students develop their thinking skills and problem-solving strategies. The results of this study can be utilized as a method to connect traditional classrooms to e-Learning.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.359-369
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• 2007

Model-centered instruction which presents expert mental model before or during learning can facilitate and help novice learners' problem solving process. During six phases of cognitive apprenticeship model which is a method for applying model centered instruction theory, collaborative learning strategy can maximize articulation and reflection of novice learners. This article presents results of a study that investigated the effects of model-centered instruction and collaborative learning on the learning of instructional design process for pre-service teachers attending a computer education class at an education university.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.225-234
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• 2014

Robot programming allows students to plan an algorithm in order to solve a task, implement the algorithm, easily confirm the results of the implementation with a robot, and correct errors. Thus, robot programming is a problem solving process based on reflective thinking, and is closely related to students' metacognition. On this point, this research is conducted to develop a robot programming instructional model for tile enhancement of students' metacognition. The instructional processes of robot programming are divided into 5 stages (i.e., 'exploration of learning tasks', 'a teacher's modeling', 'preparation of a plan for task performance along with the visualization of the plan', 'task performance', and 'self-evaluation and self-reinforcement'), and core strategies of metacognition (i.e., planning, monitering, regulating, and evaluating) are suggested for students' activities in each stage. Also, in order to support students' programming activities and the use of metacognition, instructional strategies based on cognitive apprenticeship (i.e. modeling, coaching and scaffolding) are suggested in relation to the instructional model. In addition, in order to support students' metacognitive activities. the model is designed to use self-questioning, and questions that students can use at each stage of the model are presented.

• 한국정보교육학회:학술대회논문집
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• 2006.08a
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• pp.289-294
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• 2006

논술 수업은 글쓰기 수업이나 독서 감상 같은 국어과 과제의 하나로 인식됨으로써 학생들이 흥미를 잃고 자칫 거부감을 느끼게 할 수 있다는 데 현직 교사들이 논술 교육을 어려워하는 요인으로 작용하고 있다. 따라서 본 연구에서는 초등학교 학생들의 글쓰기 교수 학습 방법에 적합한 인지적 도제 이론을 논술 교육에 적용시켜 학습자들이 모델화를 통해 쉽게 이해할 수 있도록 하였고 동시에 동시적 비동시적 의사소통이 가능한 웹상에서 논술 학습을 실시하는 논술 시스템을 설계하고 구현하였다.