A Practical Study Of Science Writing Integrated With Cognitive Apprenticeship

Cognitive apprenticeship is a teaching strategy that improves novice cognitive ability and problem solving ability by externalizing experts’ thought processes in real situations.Into the cognitive apprenticeship science writing teaching model is to use scientific writing task establishment situation,through demonstration,guidance,build the scaffold,articulate,reflection and exploration process,(experts)teachers guide students(new)independent writing task,to deepen students’ understanding of scientific concepts,to enhance students’ capabilities of scientific writing teaching mode.In this study,class 236 and Class 237,grade two of Linfen Fifth Middle School,were selected as the research objects.The traditional teaching mode was implemented in Class 236,and the teaching mode of science writing integrated with cognitive apprenticeship was implemented in Class 237,to explore its influence on the science writing ability of senior high school students.Secondly,510 writing works of senior high school students were scored with the scientific Writing Works Evaluation Scale with good reliability and validity,and the influences of this model on senior high school students and junior high school students were compared with the scores of science writing works of class 165,grade 7,Experimental Middle School of Shanxi Normal University.The experimental results show that:(1)There is a significant difference in science writing ability between the control class and the experimental class.After the experiment,the science writing ability of the students in the control class(M=29.40,SD=10.657)and the science writing ability of the students in the experimental class(M=40.19,SD=5.675)showed t test results P < 0.05,indicating that the science writing teaching mode integrated with cognitive apprenticeship can significantly improve the science writing ability of the high school students.There are significant differences in the four dimensions of science writing ability of senior high school students.After the experiment,the four dimensions of science writing ability of students in the experimental class were 3.88,2.49,2.03 and 2.40 higher than those in the control class,respectively,and the t-test result was P < 0.05,indicating that the teaching mode of science writing integrated with cognitive apprenticeship can improve the four dimensions of science writing ability of senior high school students.There are significant differences in the four dimensions of science writing ability of high school boys,and significant differences in the dimensions of theme,idea and organizational structure of high school girls.After the experiment,the four dimensions of science writing ability of male students in the experimental class were 5.45,3.44,2.59 and2.66 higher than that of the control class,respectively.The t-test result showed P < 0.05,indicating that the science writing ability of male students in senior high school has been comprehensively improved under the scientific writing teaching mode of cognitive apprenticeship.Only the science writing ability of middle school students has significant difference in four dimensions.After the experiment,the four dimensions of science writing ability of middle school students in the experimental class were 4.40,2.20,2.20 and 2.93 higher than those in the control class,respectively,and the t-test result was P < 0.05,indicating that the teaching mode of science writing integrated with cognitive apprenticeship can fully improve the science writing ability of middle school students.(2)There is no significant difference in science writing ability between senior high school students and junior high school students.After the experiment,the science writing ability of senior high school students(M=40.19,SD=5.675),junior high school students(M=39.49,SD=5.705),T test results(P=0.590 > 0.05)indicated that there was no significant difference in the influence of science writing teaching mode with cognitive apprenticeship on the science writing ability of senior and junior high school students.There are significant differences in theme and idea of science writing ability between middle and high school boys,and there are significant differences in idea and language expression of science writing ability between middle and high school girls.Boys in high school are 4.19 and 1.64 higher in theme and idea than boys in junior high school,and girls in junior high school are 1.22 and 2.46 higher in idea and language expression than girls in senior high school.The t-test results are P < 0.05,indicating that the science writing teaching model integrated with cognitive apprenticeship has a stronger impact on the science writing ability of boys and girls in junior high school.There are significant differences in theme and organizational structure of science writing ability of middle and high school students,and significant differences in organizational structure and linguistic expression of science writing ability of lower middle and high school students.Middle high school in the theme and structure dimensions are 3.62 and 0.22 higher than the junior high school students and middle school underachiever in organizational structure and language expression dimension is higher than high school students are 2.41 and 3.86,t test results(P < 0.05,shows that into cognitive apprenticeship science writing teaching mode of the underachiever middle high school and junior high school science writing ability effect is more significant.(3)Analysis of the questionnaire shows that 80.12% senior high school students can accept science writing activities and are willing to continue to participate in science writing activities.Analysis of student interviews shows that high school students’ science writing ability is related to their academic level and their liking for science writing activities.High school students with average academic performance are more likely to enjoy science writing activities and have stronger science writing skills.The following conclusions can be drawn:(1)The teaching model of science writing incorporating cognitive apprenticeship can improve the science writing ability of high school students.(2)Both high school and middle school are good implementation stages for the teaching model of science writing incorporating cognitive apprenticeship.(3)Under the teaching model of science writing incorporating cognitive apprenticeship,high school students generally accept science writing activities.Three teaching suggestions are put forward through this research.