A Cognitive-Apprenticeship-Inspired Instructional Approach for Teaching Scientific Writing and Reading

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Abstract

This article presents an approach for integrating instruction of scientific writing and reading into undergraduate science courses, inspired by the pedagogical theory of cognitive apprenticeship. Included, is a demonstration of its implementation and a description of a study of students’ feedback that enabled developers to elicit students’ difficulties and fine-tune the next application accordingly.
Original languageEnglish
Pages (from-to)20-25
JournalJournal of College Science Teaching
Volume36
StatePublished - 2006

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