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.