Abstract :
The aim of this study was to analyze the qualitative features of the teacher-student interaction during classroom teaching and learning while modern technological thinking and problem-solving skills were mediated for seventh grade students. The learning interaction was organized according to the principles of a cognitive apprenticeship model and applied to a technologically rich learning environment. In an analysis of the qualitative process, the appropriate functioning of the cognitive apprenticeship methods in teacher-student interaction has been described. This analysis focused on the relevance of social interaction for studentsʹ learning and involvement. In addition, the effects of the technologically rich learning environment on the learning interaction have been clarified. Eight case-based descriptions were used to demonstrate the possible qualitative processes of learning interactions based on cognitive apprenticeship. It is concluded that the technologically rich learning environment facilitated learning in social interaction based on cognitive apprenticeship. However, the relevant functioning of the cognitive apprenticeship methods was based on reciprocal interpretations of the situations by the teacher and the students. If this had not been the case, the teacherʹs special instructional assistance, such as scaffolding or modeling, would have been reacted to like in any other knowledge-mediating situation.
