Abstract
This study investigated how teachers changed their views of cognitive apprenticeship (CA) in developing a chemistry laboratory course for 2 years in a senior high school in Taiwan. Four dimensions of the framework constituted the cognitive apprenticeship learning environment in this study—teaching content, pedagogical methods, sociology of learning, and sequencing of learning activities. These dimensions were composed of 18 characteristics, which were used for designing a questionnaire and interview questions for studying teachers’ views about the importance and the frequency of applying cognitive apprenticeship in the course. In addition to the questionnaire surveys and the interviews, data collection included classroom observations and video-recording of classroom teaching. Participants were five experienced chemistry teachers and 20 11th graders. The teachers were involved in course development, workshops, and group discussions. Results of the study showed that the teachers considered sequencing of learning as the most important and most often used strategy both before and after the course development, especially sequencing related to the perspective of increasing complexity of tasks. In comparing the individual changes among teachers, it was found that the importance of social dimension increased for the two teachers directly involved in course instruction. As for the other three teachers involved in design and group discussion only, their thinking—that social dimension was the least important and seldom used strategy—remained unchanged. The study suggests that both understanding the theories and applying them to teaching practices are important in teachers’ professional development.
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Acknowledgment
The authors would like to thank National Science Council in Taiwan for support of this project (NSC-96-2514-003-006-GJ; NSC97-2514-S-003-003-GJ; NSC98-2514-S-003-003-GJ).
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Chen, HJ., Chiu, MH. (2013). Changes in Teachers’ Views of Cognitive Apprenticeship for Situated Learning in Developing a Chemistry Laboratory Course. In: Chiu, MH., Tuan, HL., Wu, HK., Lin, JW., Chou, CC. (eds) Chemistry Education and Sustainability in the Global Age. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4860-6_19
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DOI: https://doi.org/10.1007/978-94-007-4860-6_19
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