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Flash Forward is a show about possible (and not so possible) future scenarios. What would the warranty on a sex robot look like? How would diplomacy work if we couldn’t lie? Could there ever be a fecal transplant black market? (Complicated, it wouldn’t, and yes, respectively, in case you’re curious.) Hosted and produced by award winning science journalist Rose Eveleth, each episode combines audio drama and journalism to go deep on potential tomorrows, and uncovers what those futures might re ...
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In this episode, we discuss the role of apprenticeship in training scientists and researchers. What’s the difference between traditional apprenticeship and cognitive apprenticeship? Does graduate training live up to its promise as an apprenticeship model? What can we do to improve the modeling of skills that are to be taught during graduate training?
Shownotes
- Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American educator, 15(3), 6-11.
- Gabrys, B. J., & Beltechi, A. (2012). Cognitive apprenticeship: The making of a scientist. In Reshaping doctoral education (pp. 144-155). Routledge.
- Casadevall, A., & Fang, F. C. (2016). Rigorous science: a how-to guide. MBio, 7(6), 10-1128.
- Alvesson, M., Gabriel, Y., & Paulsen, R. (2017). Return to meaning: A social science with something to say. Oxford University Press.
- Polanyi, M. (1958). Personal Knowledge: Towards a Post-Critical Philosophy (M. J. Nye, Ed.). University of Chicago Press.
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