Mentor modeling: the internalization of modeled professional thinking in an epistemic game.
Players of epistemic games - computer games that simulate professional practica - have been shown to develop epistemic frames: a profession's particular way of seeing and solving problems. This study examined the interactions between players and mentors in one epistemic game, Urban Science. Using a...
| Publicado en: | Journal of Computer Assisted Learning Vol. 27; no. 2; pp. 173 - 190 |
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| Autores principales: | , |
| Formato: | equations & formulas pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104843221&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104843221 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2011 vid: 27 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104843221 59268355 10.1111/j.1365-2729.2010.00385.x 104843221 ppf: 173 ppct: 17 formats: tig: atl: Mentor modeling: the internalization of modeled professional thinking in an epistemic game. aug: au: Nash, Padraig Shaffer, David Williamson affil: Department of Education Psychology, University of Wisconsin-Madison, Madison, WI, USA sug: subj: Epistemology Mentorship Professionalism Education Games Computer-Assisted Instruction Computer Simulation Human Faculty-Student Relations Teachers Adolescence Schools, Middle Colleges and Universities Wisconsin Urban Areas Education Pretest-Posttest Design Outcomes of Education Paired T-Tests Adolescent: 13-18 years ab: Players of epistemic games - computer games that simulate professional practica - have been shown to develop epistemic frames: a profession's particular way of seeing and solving problems. This study examined the interactions between players and mentors in one epistemic game, Urban Science. Using a new method called epistemic network analysis, we explored how players develop epistemic frames through playing the game. Our results show that players imitate and internalize the professional way of thinking that the mentors model, suggesting that mentors can effectively model epistemic frames, and that epistemic network analysis is a useful way to chart the development of learning through mentoring relationships. pubtype: Academic Journal doctype: equations & formulas pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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