Sociocognitive apprenticeship: mediating practices and identities
نویسندگان
چکیده
The learning sciences community has gleaned a good deal from research on traditional apprenticeships, and efforts to implement cognitive apprenticeships in schools. A hybrid model of "sociocognitive apprenticeship" is proposed, combining aspects of traditional and cognitive apprenticeships to aid culturally disadvantaged students to develop successful participation in and identification with professional communities of practice. The sociocognitive apprenticeship model is illustrated through results of a descriptive study of a community science and engineering program for teenage youth.
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