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A Cognitive-Apprenticeship-Inspired Instructional Approach for Teaching Scientific Writing and Reading

Journal of College Science Teaching – November/December 2006

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.
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