Mentor Modeling: The Internalization of Modeled Professional Thinking in an Epistemic Game

Autor/inn/en	Nash, Padraig; Shaffer, David Williamson
Titel	Mentor Modeling: The Internalization of Modeled Professional Thinking in an Epistemic Game
Quelle	In: Journal of Computer Assisted Learning, 27 (2011) 2, S.173-189 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2010.00385.x
Schlagwörter	Mentors; Network Analysis; Practicums; Problem Solving; Thinking Skills; Science Education; Learning Processes; Learning Strategies; Instructional Effectiveness; Modeling (Psychology); Observational Learning; Computer Simulation; Educational Games; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Netzplantechnik; Practicum; Praktikum; Praktika; Problemlösen; Denkfähigkeit; Naturwissenschaftliche Bildung; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtserfolg; Modeling; Modelling; Modellierung; Imitationslernen; Computergrafik; Computersimulation; Educational game; Lernspiel; Computer based training; Computerunterstützter Unterricht
Abstract	Players of epistemic games--computer games that simulate professional practica--have been shown to develop epistemic frames: a profession's particular way of seeing and solving problems. This study examined the interactions between players and mentors in one epistemic game, Urban Science. Using a new method called epistemic network analysis, we explored how players develop epistemic frames through playing the game. Our results show that players imitate and internalize the professional way of thinking that the mentors model, suggesting that mentors can effectively model epistemic frames, and that epistemic network analysis is a useful way to chart the development of learning through mentoring relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10