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.
Details
Type Journal ArticlePub Date 11/1/2006Stock # jcst06_036_03_20Volume 036Issue 03