The Role of Cognitive Apprenticeship in Learning Science in a Virtual World
Cultural Studies of Science Education Volume 7, Number 4, ISSN 1871-1502
This article extends the discussion started by Margaret Beier, Leslie Miller, and Shu Wang's (2012) paper, "Science games and the development of possible selves". In this paper, I suggest that a theoretical framework based on a sociocultural theory of learning is critical in learning in a virtual environment. I will discuss relevant research on the application of various components of the sociocultural perspective of learning in classroom environments and the potential for applying them in virtual worlds. I propose that research in science education should explore the processes underlying cognitive apprenticeship and determine how these processes can be used in virtual environments to help students learn science successfully.
Ramdass, D. (2012). The Role of Cognitive Apprenticeship in Learning Science in a Virtual World. Cultural Studies of Science Education, 7(4), 985-992.