Learning electrical circuits: The effects of the 4C-ID instructional approach in the acquisition and transfer of knowledge

Journal of Information Technology Education: Research

Volumn 14, Issue 2015, 2015, Pages 313-337

  Melo, Mário ^a   Miranda, Guilhermina Lobato ^a  

^a UNIVERSITY OF LISBON   (Portugal)

Author keywords

4C ID model; Complex learning; Electrical circuits; Learning tasks; Learning transfer

Indexed keywords

ELECTRIC NETWORK PARAMETERS; KNOWLEDGE ACQUISITION; KNOWLEDGE MANAGEMENT; MERGERS AND ACQUISITIONS; RECONFIGURABLE HARDWARE; TIMING CIRCUITS;

COMPLEX LEARNING; CONVENTIONAL METHODS; DIGITAL LEARNING ENVIRONMENT; ELECTRICAL CIRCUIT; LEARNING ENVIRONMENTS; LEARNING TASKS; LEARNING TRANSFER; TRANSFER OF KNOWLEDGE;

COMPUTER AIDED INSTRUCTION;

EID: 84994246145     PISSN: 15479714     EISSN: 15393585     Source Type: Journal    
DOI: 10.28945/2281     Document Type: Article

References (79)

1. Anderson, J. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
2. Ayres, P. (2006). Impact of reducing intrinsic cognitive load on learning in a mathematical domain. Applied Cognitive Psychology, 20(3), 287-1.
3. Bassok, M. (1990). Transfer of domain-specific problem-solving procedures. Journal of Experimental Psychology: Learning, Memory and Cognition, 15(1), 153-1.
4. Biggs, J. (1985). The role of meta-learning in study processes. British Journal of Educational Psychology, 55, 185-1.
5. Bransford, J., Brown, A., & Cocking, R. (Eds.) (2000). Learning and transfer. In How people learn: Brain, mind, experience and school (pp. 51-78). Washington DC: National Academy Press.
6. Brown, A. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glasser (Ed.), Advances in instructional psychology (Vol. 1, pp. 77-165). Hillsdale, NJ: Erlbaum.
7. Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. Kluwe (Eds.). Metacognition, motivation, and understanding (pp. 1-16). Hillsdale, NJ: Erlbaum.
8. Brown, A., & Campione, J. (1981). Learning to learn. On training students to learn from texts. Educational Research, 10(2), 14-1.
9. Brown, A., & Campione, J. (1986). Training for transfer: Guidelines for promoting flexible use of trained skills. Advances in Psychology, 31, 257-1.
10. Bruner, J. (1960). The process of education. USA: Harvard University Press.
11. Bruner, J. (1965). The growth of the mind. American Psychologist, 20(12), 1007-1.
12. Bruner, J. (1966). Toward a theory of instruction. USA: Belknap Pres.
13. Carey, J., Barey, L., & Dick, W. (2005). The systematic design of instruction. Boston, MA: Allyn & Bacon.
14. Chi, M., Glaser, R., & Rees. E. (1982). Expertise in problem solving. In J. R Sternberg (Ed.). Advances in the psychology of human intelligence (Vol. 1, pp. 7-76). Hillsdale, NJ: Erlbaum.
15. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). NJ: Lawrence Erlbaum Associates.
16. 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.
17. Dewey, J. (1916). Democracy and education. An introduction to the philosophy of education. The MacMillan Company. Retrieved from http://en.wikisource.org/wiki/Democracy_and_Education
18. Dick, W., Carey, L., & Carey, J. (2001). The systematic design of instruction (5th ed.). USA: Allyn and Bacon.
19. Gagné, R. (1970). The conditions of learning (2nd ed.). New York: Holt, Rinehart and Winston, Inc.
20. Gagné, R. (1974). Essentials of learning for instruction (2nd ed.). Hinsdale, IL: The Dryden Press.
21. Gagné, R. M. (1985). The conditions of learning and theory of instruction. New York: Holt, Rinehart and Winston.
22. Gick, M., & Holyoak, K. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-1.
23. Greeno, J. (1997). On claims that answer the wrong questions. Educational Researcher, 26(2), 5-1.
24. Greeno, J., Collins, A., & Resnick, L. (1996). Cognition and learning. In D. Berliner, & R. Calfee (Eds.). Handbook of educational psychology (pp.15-46). New York: Macmillan.
25. Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.
26. Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learning. New York: Routledge.
27. Hoogveld, A., Paas, F. & Jochems, W. (2001). The effects of a web-based training in an instructional systems design approach on teachers' instructional design behavior. Computer in Human Behavior, 17, 363-371. DOI: 10.1016/S0747-5632(01)00013-1.
28. Hoogveld, A., Paas, F., & Jochems, W. (2003). Application of an instructional systems design approach by teachers in higher education: individual versus team design. Teaching and Teacher Education, 19, 581-590. DOI: 10.1016/S0742-051X(03)00055-1.
29. Kester, L., Kirschner, P., & van Merriënboer, J. (2005). The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solving. British Journal of Education Psychology, 75, 71-1.
30. Kintsch, W. (1977). Memory and cognition. New York: Wiley.
31. Lave, J., & Wenger, E. (1995). Situated learning: Legitimate peripheral participation (4th ed.). New York: Cambridge University Press.
32. Lim, J., Reiser, R. A., & Olina, Z. (2009). The effects of part-task and whole-task approaches on acquisition and transfer of a complex cognitive skill. Education Technology Research Development, 57, 61-77. DOI: 10.1007/s11423-007-9085-y.
33. Marton, F., & Säljö, R. (1976). On qualitative differences in learning. I-Outcome and process. British Journal of Educational Psychology, 46, 4-1.
34. Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.). The Cambridge handbook of multimedia learning (pp. 31-48). USA: Cambridge University Press.
35. McKendre, J. (1990). Effective feedback content for tutoring complex skills. Journal of Human-Computer Interaction, 5(4), 381-1.
36. Melo, M., & Miranda, G. L. (2014a, June). Applying the 4C-ID Model to the design of a digital educational resource for teaching electric circuits: Effects on student achievement. Proceedings of the 2014 Work shop on Interaction Design in Educational Environments (IDEE '14), Spain, Albacete, 8-1. DOI=10.1145/2643604.1.
37. Melo, M., & Miranda, L, G. (2014b, in press). The effects of 4C-ID model approach on acquisition and transfer of knowledge about electric circuits. In S. Barbosa, P. Chen, X. Du, J. Filipe, O. Kara, I. Kotenko, K.M. Sivalingan & T. Washio (Eds.). IDEE-2014 in Communications in Computer and Information Science (CCIS), Heidelberg: Springer.
38. Mendelsohn, P. (1994, September 29). Le transfert de connaissances: la pierre philosophale de l'enseignant. Conférence introductive au Colloque sur les "Transferts de connaissances". Lyon, France.
39. Merrill, D. (2002). First principles of instruction. Educational Technology, Research and Development, 50(3), 43-1.
40. Merrill, D. (2007). First principles of instruction: A synthesis. In R. Reiser & J. Dempsy (Eds). Trends and issues in instructional design and technology (2nd ed.), (pp. 341-346). NJ: Pearson.
41. Nadolski, R., Kirschner, P., & van Merriënboer, J. (2005). Optimizing the number of steps in learning tasks for complex skills. British Journal of Education Psychology, 75, 223-1. DOI: 10.1348/000709904X1.
42. Nadolski, R., Kirschner, P., & van Merriënboer, J. (2006). Process support in learning tasks for acquiring complex cognitive skills in the domain of law. Learning and Instruction, 16, 266-1. DOI:10.1016/j.learninstruc.2006.03.1.
43. Paas, F., & van Merriënboer, J. (1993). The efficiency of instructional conditions: An approach to combine mental-effort and performance measures. Human Factors, 35, 737-1.
44. Paas, F., & van Merriënboer, J. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 51-71. DOI: 10.1007/BF1.
45. Packer, M. (2001). The problem of transfer, and sociocultural critique of schooling. Journal of the Learning Sciences, 10(4), 493-1.
46. Pavlov, I. (2003/1927). Conditioned reflexes (2nd ed.). New York: Dover Publications.
47. Perkins, D., & Salomon, G. (1992). Transfer of learning. In International Encyclopedia of Education (2nd ed.). Oxford, England: Pergamon Press. Retrieved from https://learnweb.harvard.edu/alps/thinking/docs/traencyn.htm
48. Peterson, R.A. (1994). A meta-analysis of Cronbach's coefficient alpha. Journal of Consumer Research, 21(2), 381-1.
49. Quilici, J., & Mayer, R. (1996). Role of examples in how students learn to categorize statistics word problems. Journal of Educational Psychology, 88(1), 144-1.
50. Reiser, R. (2001a). A history of instructional design and technology. Part I: A history of instructional media. Educational Technology Research and Development, 49(1), 53-1.
51. Reiser, R. (2001b). A history of instructional design and technology. Part I: A history of instructional design. Educational Technology Research and Development, 49(2), 57-1.
52. Resnick, L., & Collins, A. (1996). Cognition and learning. In E. De Corte & F. E. Weinert (Eds.). International encyclopedia of developmental and instructional psychology (pp. 377-381). UK: Pergamon Press.
53. Rogoff, B., & Chavajay, P. (1995). What's become of research on the cultural basis of cognitive development? American Psychologist, 50, 859-1.
54. Salomon, G., & Perkins, D. (1989). Rocky roads to transfer: Rethinking mechanisms of neglected phenomenon. Educational Psychologist, 24(2), 113-1.
55. Sarfo, F., & Elen. J. (2005, July). Powerful learning environments and the development of technical expertise in Ghana: investigating the moderating effect of instructional conceptions. Proceedings of the 5th IEEE International Conference on Advanced Learning Technologies (ICALT'2005), Kaohsiung, Taiwan.
56. Sarfo, F., & Elen, J. (2006). The design of effective support for the acquisition of technical expertise. In G. Clarebout & J. Elen. Avoiding simplicity, confronting complexity (pp. 417-422). Rotterdam: Sense Publishers.
57. Schilling, M., Vidal, P., Ployhart, R., & Marangoni, A. (2003). Learning by doing something else: Variation, relatedness, and the learning curve. Management Science, 49, 39-1.
58. Shapiro, D., & Schmidt. R. (1982). The schema theory: Recent evidence and developmental implications. In J. A. S. Kelso and J. E. Clark (Eds). The development of movement control and coordination (pp. 113-150). New York: John Wiley.
59. Simon, H. (1982). Cognitive processes of experts and novices. In J.-J. Ducret, C. Monnier, O. Rod, & A. Wells (Eds.). Cahiers de la Fondation Archives Jean Piaget No. 2-3 (pp. 155-182). Genève: Foundation des Archives Jean Piaget.
60. Singley, M., & Anderson, J. (1989). The transfer of cognitive skill. Cambridge, MA: Harvard University Press.
61. Skinner, B. (1965/1953). Science and human behavior. New York: The Free Press.
62. Smith, L. (1993). The concept of same. In W. Reese (Ed.), Advances in child development behavior (pp. 215-317). USA: Academic Press.
63. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.
64. Thorndike, E., & Woodworth, R. (1901). The influence of improvement in one mental function upon the efficiency of other functions, Psychological Review, 8, 247-261, 384-395, 553-1. DOI:10.1037/h0074898; DOI:10.1037/h0071280; DOI:10.1037/h1.
65. van Merriënboer, J. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.
66. van Merriënboer, J., Clark, R., & de Croock, M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology, Research and Development, 50(2), 39-1.
67. van Merriënboer J., & de Croock, M. (1992). Strategies for computer-based programming instruction: Program completion versus program generation. Journal of Educational Computing Research, 8, 365-1.
68. van Merriënboer, J., Jelsma, O., & Paas, F. (1992). Training for reflective expertise: A four-component instructional design model for training complex cognitive skills. Educational Technology, Research and Development, 40(2), 23-1.
69. van Merriënboer, J., & Kester., L. (2005). The four-component instructional design model. Multimedia principles in environments for complex learning. In R. Mayer (Ed.). The Cambridge handbook of multimedia learning (pp.71-95). New York: Cambridge University Press.
70. van Merriënboer, J., Kester, L., & Paas, F. (2006). Teaching complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learning. Applied Cognitive Psychology, 20, 343-352. DOI: 10.1002/acp.1.
71. van Merriënboer, J., & Kirschner, P. (2001). Three worlds of instructional design: State of the art and future directions. Instructional Science, 29, 429-1.
72. van Merriënboer, J., & Kirschner. P. (2007). Ten steps to complex learning: A systematic approach to Four-Component Instructional Design. NJ: Lawrence Erlbaum Associates.
73. van Merriënboer, J., Kirschner, P., & Kester, L. (2003). Taking the load off a learner's mind: Instructional design for complex learning. Educational Psychologist, 38, 5-13. DOI: 10.1207/S15326985EP3801_1.
74. van Merriënboer, J., & Paas, F. (2003). Powerful learning and the many faces of instructional design: Towards a framework for the design of powerful environments. 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.
75. van Merriënboer, J., Schuurman, J., Marcel de Croock, J. G., & Paas, F. (2002). Redirecting learners' attention during instruction: Effect on cognitive load, transfer test performance and training efficiency. Learning and Instruction, 12, 11-1.
76. Vosniadou, S., & Ortony, A. (1989). Similarity and analogical reasoning. Cambridge: Cambridge University Press.
77. Vygotky, L. (1978). Mind in society. The development of higher psychological processes. USA: The President and Fellows of Harvard College.
78. Willis, J. (2009). Pedagogical ID versus process ID: Two perspectives in contemporary instructional design theory. International Journal of Technology in Teaching and learning, 5(2), 93-1.
79. Wilson, B. G., Jonassen, D. H., & Cole, P. (1993). Cognitive approaches to instructional design. In G. M. Piskurich (Ed.). The ASTD handbook of instructional technology (pp. 21.1-21.22). New York: McGraw-Hill.