Cognitive Apprenticeship Model in a Technologically Rich Learning Environment: Socioemotional Processes in Learning Interaction.

Autor/in	Jarvela, Sanna
Titel	Cognitive Apprenticeship Model in a Technologically Rich Learning Environment: Socioemotional Processes in Learning Interaction.
Quelle	(1994), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Context Effect; Coping; Educational Environment; Educational Technology; Foreign Countries; Grade 7; Interaction; Junior High School Students; Junior High Schools; Learning; Males; Models; Problem Solving; Student Motivation; Technological Advancement; France + Suchen Sie Ihr Suchwort? Bewältigung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtsmedien; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Interaktion; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Lernen; Male; Männliches Geschlecht; Analogiemodell; Problemlösen; Schulische Motivation; Technological development; Technologische Entwicklung; Frankreich
Abstract	Socioemotional processes of learning interaction during classroom teaching and learning were analyzed. The learning interaction was organized according to the principles of a cognitive apprenticeship model (Collins, Brown, and Newman, 1989) and applied to the technologically rich learning environment. The purpose of the learning task was to promote the mediation of modern technological thinking and problem-solving skills for 22 French male 7th-grade students. An on-line method was developed to analyze task involvement and motivational orientation during the instructional interaction. Data revealed that the same instructional arrangements are interpreted differently and lead to different situational interpretations among the students. Contextual features, such as the challenging learning task, self-responsible activities, and social interaction actualized different motivational coping strategies among the students. One figure illustrates the study. (Contains 63 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC