The dimensions and components of cognitive apprenticeship in ChANgE Chem (Collins, 2006).
| Dimension | Component |
Description | Design Elements |
| Content | Types of knowledge required for expertise | ||
| Domain Knowledge | Subject matter specific concepts, facts, procedures | Use socioscientific issues | |
| Heuristics | General techniques for completing tasks | Use Workplace problems | |
| Learning and Control Strategies | General approaches for directing one’s solution; Knowledge about how to learn new material | Emphasize storytelling | |
| Method | Ways to promote the development of expertise | ||
| Modeling | Instructor performs a task so students can observe | Use Model-Eliciting Activities | |
| Coaching | Instructor facilitates while students perform | Use deep learning approaches | |
| Scaffolding | Instructor provides supports to help student perform | Scaffold, fade, collaborate | |
| Articulation | Instructor encourages students to verbalize | Use deep learning approaches | |
| Reflection | Students compare, self-monitor, reflect | Self-regulated learning | |
| Exploration | Students pose and solve their own problems. | Learning cycle | |
| Sequencing | Keys to ordering activities | ||
| Increasing Complexity | Meaningful tasks gradually increasing in difficulty | Scaffold, fade, collaborate | |
| Increasing Diversity | Practice in a variety of situations | Computer simulations | |
| Global to Local Skills | Focus on conceptualizing the whole task first | Context to atoms | |
| Sociology | Social characteristics of learning environments | ||
| Situated Learning | Students learn in the context of realistic tasks | Emphasize ethics and social impact | |
| Community of Practice | Communication about ways to accomplish tasks | Use deep learning approaches | |
| Intrinsic Motivation | Students set personal goals | Self-regulated learning | |
| Cooperation | Students work together to accomplish their goals | Use collaborative problem solving | |
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