Cognitive Apprenticeship and the Supervision of Science and Engineering Research Assistants

Autor/inn/en	Maher, Michelle A.; Gilmore, Joanna A.; Feldon, David F.; Davis, Telesia E.
Titel	Cognitive Apprenticeship and the Supervision of Science and Engineering Research Assistants
Quelle	In: Journal of Research Practice, 9 (2013) 2, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1712-851X
Schlagwörter	Apprenticeships; Engineering Education; College Faculty; Skill Development; Research Skills; Doctoral Programs; Cognitive Processes; Teacher Student Relationship; Graduate Students; Supervision; Science Education; Student Attitudes; Comparative Analysis; Personal Narratives; Profiles; Scoring Rubrics; Semi Structured Interviews; Research Assistants + Suchen Sie Ihr Suchwort? Apprenticeship; Lehre; Ingenieurausbildung; Fakultät; Kompetenzentwicklung; Qualifikationsentwicklung; Forschungsleistung; Doktorandenprogramm; Cognitive process; Kognitiver Prozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Naturwissenschaftliche Bildung; Schülerverhalten; Erlebniserzählung; Charakterisierung; Profilanalyse; Scoring formulas; Auswertungsbogen; Forschungspersonal
Abstract	We explore and critically reflect on the research development of eight science or engineering doctoral students serving as research assistants over the course of an academic year. We use a cognitive apprenticeship framework, assumed to explain doctoral students' skill development, to interpret narratives of skill development for students and their faculty supervisors, and compare these narratives against empirical measurements of student research skill development over the course of an academic year. We found abundant evidence for the "cognitive" component of cognitive apprenticeship, but questionable evidence for the "apprenticeship" component. We suggest that cognitive apprenticeship can be particularly potent in the development of students' research skills through research assistantship, but not without deliberate intention of both faculty supervisor and student. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10