Polo, F. G. (2015, June), Using the Cognitive Apprenticeship Model to Develop Educational Learning Modules: An Example from Statics  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25023

\bibitem{asee_peer_25023}
  Polo, F. G. (2015, June), \emph{Using the Cognitive Apprenticeship Model to Develop Educational Learning Modules: An Example from Statics}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.25023

Francesca G. Polo.  "Using the Cognitive Apprenticeship Model to Develop Educational Learning Modules: An Example from Statics".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/25023 Internet.  21 Dec, 2024

\bibitem{asee_peer_25023}
  Francesca G. Polo.
  "Using the Cognitive Apprenticeship Model to Develop Educational Learning Modules: An Example from Statics".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/25023 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_25023
author = "Francesca G. Polo"
title = "Using the Cognitive Apprenticeship Model to Develop Educational Learning Modules: An Example from Statics"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25023}
number = {10.18260/p.25023}
}

TY  - CPAPER
AB  -              Using the Cognitive Apprenticeship Model to Develop            Educational Learning Modules: An Example from StaticsThe use of computational modeling is fundamental to science and engineering. We present acognitive model of apprenticeship that incorporates computational modeling as an alternatemeans for overcoming students’ conceptual difficulties. Apprenticeship is rooted in helpingnovices become experts through guided learning. The cognitive model of apprenticeship placesfocus on cognitive and metacognitive aspects in achieving expertise. Learning principles of thismodel include: types of knowledge required for expertise, ways to promote its development,sequencing of the learning activities, and the social characteristics of the learning environment.Using these principles, we developed individual learning modules centered on difficult conceptsin Engineering Statics namely, moment of a force, truss analysis, and second moment of area –to guide conceptual understanding. Students complete each approximate three-hour learningmodule outside of class after they have attended lecture(s) and completed a series of textbookproblems over the individual concept. A course grader assesses performance by way of a rubric;a copy of which is provided in advance to the student as a reference, at the end of the module.These contextual learning modules can supplement already established STEM curricula and areused to target difficult concepts.
AU  - Francesca G. Polo
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Using the Cognitive Apprenticeship Model to Develop Educational Learning Modules: An Example from Statics
UR  - https://peer.asee.org/25023
DO  - 10.18260/p.25023
ER  -