Epistemological Appropriation in One High School Student’s Learning in Cooperative Education
Bibliographic Data
| ID | 8224030 |
|---|---|
| Authors | Peter Chin (Queen's University, corresponding author), Karin Steiner Bell (Queen's University), Hugh Munby (Queen's University), Nancy L Hutchinson (Queen's University) |
| Year | 2004 |
| Volume | 41 |
| Issue | 2 |
| Pages | 401-417 |
| Publication date | 2004-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312041002401 |
| OpenAlex | W2146102830 |
| Language | EN |
| References cited | 16 |
In this study, detailed observations and interviews from a high school student’s semester-long cooperative (co-op) placement in a dental practice are used to exemplify Hung’s theoretical approach to understanding situated learning. Using Hung’s theory of epistemological appropriation in an analysis of the coop supervisor’s regulatory behaviors (scaffolding, modeling, and coaching) and of the novice’s corresponding regulatory behaviors (submitting, mirroring, and constructing) helped to explain the developments in this student’s learning, actions, and beliefs. In contrast to the progression suggested by Hung’s theory, this study reports daily examples of all types of regulatory behaviors, with scaffolding/submitting being most prominent. The discussion focuses on how Hung’s theory of regulatory behaviors informs supervisors’ improving opportunities for novices’ learning and informs novices’ engagement in epistemological appropriation in work-based learning
Appropriation · Coaching · Epistemology · Learning theory · Mathematics education · Mirroring · Pedagogy · Situated · Situated learning · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Social Psychology
| Highly cited | No |
|---|