This master s thesis explores the use of the Extreme Apprenticeship method in teaching the course Logic I to undergraduates. The Extreme Apprenticeship method derives from modern interpretations of apprenticeship-based teaching where teaching is conducted in a student centered fashion.
Passive activities, such as listening to lectures, are reduced while the active work of students is increased in the form of weekly exercises. At the same time the students receive support from an instructor who adjusts the weekly tasks according to students progress.
The study was done by monitoring a group of students (N = 18) and by comparing their performance to students took the course in a traditional lecture course setting (N = 171). The instructor gather information in particular about what kind of exercises were needed and how the instruction should be performed.
The results show that students in the experimental group benefi ted from the teaching method. The experiences gathered during the study can be used to scale up the teaching method to deliver courses with several hundred students.
