Modelling, coaching, and articulation were predominant, while scaffolding, reflection, and exploration were mainly experienced during longer clerkships and with one clinical teacher.
The students recognised and narrated experiences with all of the methods, although modelling, coaching and articulation predominated, while scaffolding, reflection and exploration were mostly reported to occur during longer attachments and in contacts with personal mentors.
The study findings have highlighted the value of situating learning activities within the game story, making games pleasantly challenging, scaffolding reflections, and designing suitable off-computer activities.
As for the instructional implication, it is proposed that a constructionism-based problem-solving learning environment, with information processing, scaffolding and reflection activities, could be designed to foster computational practices and computational perspectives.
introduced cognitive apprenticeship as an instructional model for situated learning comprising six teaching methods to support learning: modelling, coaching, scaffolding, articulation, reflection and exploration.
In this study we will explore the use of the six teaching methods (modelling, coaching, scaffolding, articulation, reflection, and exploration) of the cognitive apprenticeship model as well as the role of the learning climate.
Search terms included guidance, counselling, supervision, mentoring, coaching, instruction, scaffolding, modeling, explanation, reflection and explorations in combination with the terms apprenticeship, workplace learning, on-the-job learning, work-based, vocational training and vocational education.
In Yin et al.'s study (2013), students react positively to participatory simulations, due to the belief that the system helps them advance their conceptual understanding effectively through scaffolding, discussion, and reflection.
These include modeling, scaffolding, fading, articulation, reflection and exploration.
There has been a corresponding paradigm shift in education from a focus on the curriculum and the acquisition of content knowledge to developing the learners' metacognitive skills and learning strategies (Mayer, 1992) by incorporating modeling to make thinking visible and disciplinary practices overt, providing graduated supported practice ("scaffolding"), and encouraging reflection.
However, using Pearson's correlation analysis, we observed significant correlations between how the mentors reflected upon scaffolding the lessons and three other areas: reflection upon student content knowledge, reflection upon teaching/delivery of the lesson, and reflection of their own professional growth (Table 7).
