A cognitive apprenticeship approach to facilitating web-based collaborative problem solving

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107192

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107192

Title:	A cognitive apprenticeship approach to facilitating web-based collaborative problem solving
Authors:	陳攸華;Kuo, Fan-Ray;Hwang, Gwo-Jen;Chen, Szu-Chuang;Chen, Sherry Y
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Apprenticeship;Apprenticeships;Cognitive Development;Cognitive models;Cognitive Style;Collaboration;Collaborative learning;College Science;Control Groups;Cooperative Learning;Copyrights;Dependence;Educational activities;Educational environment;Educational Methods;Educational Strategies;Educational Technology;Elementary Education;Elementary School Students;Elementary Schools;Embedded Figures Test;Experimental Groups;Full Length Articles;Grade 5;Group work in education;Human factors;Influence of Technology;Information Retrieval;Instructional Development;Instructional Materials;Learning;Learning Activities;Learning Strategies;Literature Reviews;Low Achievement;Measures (Individuals);Methods;Online Searching;Preservice Teacher Education;Problem Solving;Rating of;Reflection;Scaffolding (Teaching Technique);Science Curriculum;Science Experiments;Search Engines;Socioeconomic Background;Students;Teachers;Teaching Methods;Team learning approach in education;Web Based Instruction
Date:	2012-12-01
Issue Date:	2026-04-23 13:59:34 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： Enhancing students' problem-solving abilities has been recognized as an important and challenging issue for technology-enhanced learning. Thus, previous research has attempted to address this issue by developing various mechanisms, among which a cognitive apprenticeship model can particularly enhance students' abilities. However, it is not clear whether such a mechanism is suitable for every learner. Thus, this study examines the effects of human factors on problem-solving effectiveness in the cognitive apprenticeship model. Among various human factors, this study focuses on cognitive styles, with an emphasis on Witken's Field Dependence. The results indicate that Field Dependent learners can get great benefits from the cognitive apprenticeship model via collaborative learning. Implications for how to accommodate the needs of different cognitive style groups are discussed. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2012-10-01 出處： Educational Technology & Society, 2012-10, Vol.15 (4), p.319-331 資源來源： Chinese Electronic Periodical Services (CEPS) 版權： Copyright 2012 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2012 International Forum of Educational Technology & Society 版權： 2012. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201210_15(4).0027
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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