Developing technical expertise in secondary technical schools: The effect of 4C/ID learning environments

Learning Environments Research

Volumn 10, Issue 3, 2007, Pages 207-221

  Sarfo, Frederick K ^a   Elen, Jan ^b  

^a UNIVERSITY OF EDUCATION   (Ghana)

^b UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

4C ID model; Building drawing; Complex cognitive skills; Integrated set of knowledge and skills; Learning tasks; Technical expertise

Indexed keywords

EID: 35348815083     PISSN: 13871579     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10984-007-9031-2     Document Type: Article

References (58)

1. Alessi, F. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development (3rd ed.). Boston, MA: Allyn & Bacon.
2. Anamoah-Mensah, J. (1998, May). Science education as a tool for national development: The missing framework. Paper presented at Eastern Washington University, Washington, DC.
3. Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
4. Anderson, J. R. (1993). Rules of the mind. Hillsdale, NJ: Lawrence Erlbaum.
5. Campbell, D. T., & Stanley, J. C. (1963). Experimental designs for research on teaching. In N. L. Gage (Ed.), Handbook of research on teaching (pp. 171-246). Chicago: Rand-McNally.
6. Casakin, H. (2004). Visual analogy as a cognitive strategy in the design process. Expert versus novice performance. The Journal of Design Research. Retrieved August 12, 2007, from http://www.research.it.uts.edu.au/creative/ design/papers/22CasakinDTRS6.pdf.
7. Case, R. (1984). The processing of stage transition: A neo-Piagetian view. In R. J. Sternberg (Ed.), Mechanisms of cognitive development (pp. 20-44). New York: Freeman.
8. Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.
9. Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29.
10. Clark, R. E. (2001). What is next in the media and methods debate? In R. E. Clark (Ed.), Learning from media: Argument, analysis, and evidence (pp. 327-337). Greenwich, CT: Information Age Publishing.
11. Clark, R. E., & Salomon, G. (1986). Media in teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 464-478). New York: McMillan.
12. Dale, R., Bowe, R., Harris, D., Loveys, M., Moore, R., Shilling et al. (1990). The TVEI story: Policy, practice and preparation for the workforce. Milton Keynes, UK: Open University Press.
13. De Corte, E. (1990). Towards powerful learning environments for the acquisition of problem-solving skills. European Journal of Psychology of Education, 5(1), 5-19.
14. De Corte, E. (2003). Designing learning environments that foster the productive use of acquired knowledge and skills. In E. De Corte, L. Verschaffel, N. Entwistle, & J. J. G. van Merriënboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (pp. 21-35). Oxford, UK: Elsevier Science.
15. de Croock, M. B. M. (1999). The transfer paradox: Training design for troubleshooting skills. Unpublished doctoral dissertation, University of Twente, The Netherlands.
16. de Croock, M. B. M., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). High vs. low contextual interference in simulated-based training of troubleshooting skills: Effects on transfer and invested mental effort. Computers in Human Behaviour, 14, 249-267.
17. Ericsson, K. A. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406.
18. Foshay, W. R., Silber, K. A., & Stelnicki, B. (2003). Writing training materials that work. Jossey-Bass, CA: John Wiley & Sons.
19. Gagné, R. (1965). The conditions of learning. New York: Holt, Rinehart, & Winston.
20. Gagné, R. M. (1985). The conditions of learning (4th ed.). New York: Holt, Rinehart, & Winston.
21. Gagné, R. M., & Briggs, L. J. (1979). Principles of instructional design (2nd ed.). New York: Holt, Rinehalt, & Winston.
22. Greeno, R. (2002). Principles of construction (2nd ed.). London, UK: Pearson.
23. Hoogveld, A. W. M., Paas, F., Jochems, W. M. G., & van Merriënboer, J. J. G. (2002). Exploring teachers' instructional design practices from a systems perspective. Instructional Science, 30, 291-305.
24. Jonassen, D. H. (1990). Towards a constructivist view of instructional design. Educational Technology, 30(9), 32-34.
25. Jonassen, D. H., Hannum, W. H., & Tessmer, M. (1989). Handbook of task analysis procedures. New York: Praeger.
26. Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2004a). Information presentation and troubleshooting in electrical circuits. International Journal of Science Education, 26(2/6), 239-256.
27. Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2004b). Just in time presentation of different types of information in learning statistics. Instructional Science, 32, 233-252.
28. Könings, K., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2005). Powerful learning environment and combining the perspectives of designers, teachers and students. British Journal of Educational Psychology, 75(4), 645-660.
29. Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61, 179-211.
30. Kozma, R. B. (1994). Will media influence learning: Reframing the debate. Educational Technology Research and Development, 42(2), 7-19.
31. Krathwohl, D. R. (1993). Methods of educational and social science research: An integrated approach. White Plains, NY: Longmans.
32. Lehtinen, E. (2003). Computer-supported collaborative learning: An approach to powerful learning environment. In E. De Corte, L. Verschaffel, N. Entwistle, & J. J. G. van Merriënboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (pp. 35-54). Oxford, UK: Elsevier Science.
33. Leshin, C. B., Pollock, J., & Reigeluth, C. M. (1992). Instructional design strategies and tactics. Englewood Cliffs, NJ: Educational Technology Publications.
34. Lindekens, J., Heylighen, A., & Neuckermans, H. (2003). Understanding architectural redesign. In G. Aouad & L. Ruddock (Eds.), Proceedings of the 3rd International Postgraduate Research Conference in the Built and Human Environment, ESAI (pp. 671-681). Salford, UK: University of Salford.
35. Mayer, R. E. (2002). Multimedia learning. Cambridge, UK: University Press.
36. Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
37. Merrill, M. D. (2006). Hypothesized performance on complex tasks as a function of scaled instructional strategies. In J. Elen & R. E. Clark (Eds.), Handling complexity in learning environments: Theory and research (pp. 265-281). Amsterdam: Elsevier.
38. Paas, F. G. W. C. (1992). Training strategies for attaining transfer of problem-solving skills in statistics: A cognitive load approach. Journal of Educational Psychology, 84, 429-439.
39. Paas, F. G. W. C. (1993). Instructional control of cognitive load in the training of complex cognitive tasks. Unpublished doctoral dissertation, University of Twente, The Netherlands.
40. Paas, F. G. W. C., & van Merriënboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive load approach. Journal of Educational Psychology, 86, 122-133.
41. Pieters, J. M, Limbach, R., & de Jong, T. (2003). Information support in designing powerful learning environment. In E. De Corte, L. Verschaffel, N. Entwistle, & J. J. G. van Merriënboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (pp. 89-106). Oxford, UK: Elsevier Science.
42. President's Committee on Review of Education Reforms in Ghana. (2002). Meeting the challenges of education in the twenty first century. Accra, Ghana: Adwinsa Publications.
43. Romiszowski, A. J. (1997a). Web-based distance learning and teaching: Revolutionary invention or reaction to necessity. In B. H. Khan (Ed.), Web-based instruction (pp. 25-37). Englewood Cliffs, NJ: Educational Technology Publications.
44. Romiszowski, A. J. (1997b). The use of telecommunication in education. In R. D. Tennyson, F. Schott, N. Seel, & S. Dijkstra (Eds.), Solving instructional design problems, instructional design: International perspective (Vol. 2, pp. 183-220). Mahwah, NJ: Lawrence Erlbaum.
45. Russell, T. (1999). The no significant difference phenomenon. Ralleigh, NC: North Carolina State University.
46. Salisbury, D. F., & Klein, J. D. (1988). A comparison of a microcomputer progressive state or drill and flashcards for learning paired association. Journal of Computer-Based Instruction, 15(4), 136-143.
47. Salisbury, D. F., Richards, F. B., & Klein, D. J. (1985). Design practice: A review of prescriptions and recommendations from instructional design theories. Journal of Instructional Development, 8(4), 9-19.
48. Schuurman, J. G. (1999). On the proper treatment of learning and transfer: A study on introductory computer programming. Unpublished doctoral dissertation, University of Twente, The Netherlands.
49. Seel, N. M., & Winn, W. D. (1997). Research on media and learning: Distributed cognition and semiotics. In R. D. Tennyson, F. Schott, N. Seel, & S. Dijkstra (Eds.), Solving instructional design problems, instructional design: International perspective (Vol. 1, pp. 293-326). Mahwah, NJ: Lawrence Erlbaum.
50. Sweller, J., van Merriënboer, J. J. G, & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
51. van Merriënboer, J. J. G. (1990). Strategies for programming instruction in high school: Program completion vs. program generation. Journal of Educational Computing Research, 6, 265-287.
52. van Merriënboer, J. J. G. (1997). Training complex cognitive skills: A Four-Component Instructional Design model for technical training. Englewood Cliffs, NJ: Educational Technology Publications.
53. van Merriënboer, J. J. G., Bastiaens, T., & Hoogveld, B. (2004). Instructional design for integrated e-learning. In W. Jochems, J. van Merriënboer, & R. Koper (Eds.), Integrated e-learning: Implications for pedagogy, technology, and organization (pp. 13-23). London: Routledge Falmer.
54. van Merriënboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2002a). Blueprints for complex learning: The 4C/ID-Model. Educational Technology Research and Development, 50(3), 39-64.
55. van Merriënboer, J. J. G., & de Croock, M. B. M. (1992). Strategies for computer-based programming in instruction: Program completion vs. program generation. Journal of Educational Computing Research, 8, 365-394.
56. van Merriënboer, J. J. G., & Dijkstra, S. (1997). The Four-Component Instructional Design Model for training complex cognitive skills. In R. D. Tennyson, F. Schott, N. Seel, & S. Dijkstra (Eds.), Theory, research, and models of instructional design: International perspective (Vol. 1, pp. 427-447). Mahwah, NJ: Lawrence Erlbaum.
57. van Merriënboer, J. J. G., & Paas, F. (2003). Powerful learning and the many faces of instructional design: Towards a framework for the design of powerful learning environments. In E. De Corte, L. Verschaffel, N. Entwistle, & J. J. G. van Merriënboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (pp. 3-20). Oxford, UK: Elsevier Science.
58. van Merriënboer, J. J. G., Schuurman, J. G., de Croock, M. B. M., & Paas, F. G. W. C. (2002b). Redirecting learners' attention during instruction: Effect on cognitive load, transfer test performance and training efficiency. Learning and Instruction, 12, 11-37.