Basic assumption of cognitive apprenticeship is given by
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Cognitive apprenticeship is a theory of the process where a master of a skill teaches that skill to an apprentice.
Constructivist approaches to human learning have led to the development of a theory of cognitive apprenticeship.[1][2] This theory holds that masters of a skill often fail to take into account the implicit processes involved in carrying out complex skills when they are teaching novices. To combat these tendencies, cognitive apprenticeships "…are designed, among other things, to bring these tacit processes into the open, where students can observe, enact, and practice them with help from the teacher…".[1] This model is supported by Albert Bandura's (1997) theory of modeling, which posits that in order for modeling to be successful, the learner must be attentive, must have access to and retain the information presented, must be motivated to learn, and must be able to accurately reproduce the desired skill.
Cognitive apprenticeship is a theory of the process where a master of a skill teaches that skill to an apprentice.
Constructivist approaches to human learning have led to the development of a theory of cognitive apprenticeship.[1][2] This theory holds that masters of a skill often fail to take into account the implicit processes involved in carrying out complex skills when they are teaching novices. To combat these tendencies, cognitive apprenticeships "…are designed, among other things, to bring these tacit processes into the open, where students can observe, enact, and practice them with help from the teacher…".[1] This model is supported by Albert Bandura's (1997) theory of modeling, which posits that in order for modeling to be successful, the learner must be attentive, must have access to and retain the information presented, must be motivated to learn, and must be able to accurately reproduce the desired skill.