The 4C/ID-model in physics education: Instructional design of a digital learning environment to teach electrical circuits

International Journal of Instruction

Volumn 11, Issue 1, 2018, Pages 103-122

  Melo, Mário ^a  

^a INSTITUTO DE EDUCAÇÃO   (Portugal)

Author keywords

Digital learning environment; Electrical circuits; Instructional design; Physics education; The 4C ID model

Indexed keywords

EID: 85039838469     PISSN: 1694609X     EISSN: 13081470     Source Type: Journal    
DOI: 10.12973/iji.2018.1118a     Document Type: Article

References (27)

1. Argyris, C., & Schon, D. (1978). Organizational learning: A theory of action perspective. Reading. Addison Wesly, MA
2. Halil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances In Physiology Education, 40(2), 147. doi:10.1152/advan.00138.2015
3. Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1), 1-10
4. Lim, J., Reiser, R., & Olina, Z. (2009). The effects of part-task and whole-task instructional approaches on acquisition and transfer of a complex cognitive skill. Educational Technology Research & Development, 57(1), 61-77. doi:10.1007/s11423-007-9085-y
5. Maggio, L. A., Cate, O., Irby, D. M., & O'Brien, B. C. (2015). Designing evidencebased medicine training to optimize the transfer of skills from the classroom to clinical practice: Applying the four component instructional design model. Academic Medicine, 90(11), 1457-1461. doi: 10.1097/ACM.0000000000000769
6. Mayer, R. E. (2014). The Cambridge handbook of multimedia learning(2nd Ed.). New York: Cambridge University Press
7. Melo, M., & Miranda, G. L. (2015). Learning electrical circuits: The effects of the 4CID instructional approach in the acquisition and transfer of knowledge. Journal of Information Technology Education: Research, 14, 313-337. http://www.jite.org/documents/Vol14/JITEv14ResearchP313-337Melo1752.pdf. Accessed 14 January 2017
8. Melo, M., & Miranda, G. L. (in press). Modelo 4C/ID: efeito sobre as abordagens à aprendizagem dos alunos do 9 ano.Análise Psicológica
9. Merrill, M. D., Drake, L., Lacy, M. J., & Pratt, J. (1996). Reclaiming instructional design. Educational Technology, 36(5), 5-7
10. Paas, F. (1992). Training strategies for attaining transfer of problem-solving skills in statistics: A cognitive-load approach. Journal of Educational Psychology, 84, 429-434
11. Paas, F. G., Tuovinen, J. E., Tabbers, H., & Gerven, P. W. (2003). Cognitive load measurement as a mean to advance cognitive load theory. Educational Psychologist, 38(1), 63-71
12. Paivio, A. (1986). Mental representation: A dual coding approach. New York: Oxford University Press
13. Postma, T. C., & White, J. G. (2016). Developing integrated clinical reasoning competencies in dental students using scaffolded case-based learning-empirical evidence. European Journal of Dental Education, 20(3), 180-188. doi:10.1111/eje.12159
14. Postma, T. C., & White, J. G. (2015). Developing clinical reasoning in the classroom-analysis of the 4 C/ ID-model. European Journal of Dental Education, 19(2), 74-80. doi:10.1111/eje.12105
15. Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design and techonology (2nd ed). Merrill Prentice Hall, NJ
16. Schneider, W. (1985). Training high-performance skills: Fallacies and guidelines. Human Factors, 27, 285-300
17. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285
18. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer
19. Van Gerven, P. W. M., Paas, F. G. W. C., van Merriënboer, J. J. G., & Schmidt, H. G. (2002). Cognitive load theory and aging: Effects of worked examples on training efficiency. Learning and Instruction, 12, 87-105
20. Van Merriënboer, J. J. G. (1997). Training complex cognitive skills: A four-component instructional design model for technical training. Educational Technology Publications: NJ Englewood Cliffs
21. Van Merriënboer, J. J. G., & de Crook, M. B. M. (1992). Strategies for computer-based programing instruction: Program completion vs. program generation. Journal of Educational Computing Research, 8, 365-394
22. Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: recent developments and future directions. Educational Psychology Review, 17, 147-177. doi: 10.1007/s10648-005-3951-0
23. Van Merriënboer, J. J. G., & Kirschner, P. A. (2009). Ten steps to complex learning. Routledge, New York
24. Van Merrienböer, J. J. G., & Kester, L. (2014). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. Mayer (Ed.). The Cambridge Handbook of Multimedia Learning (pp. 104-149). New York: Cambridge University Press
25. Van Rosmalen, P., Boyle, E. A., Nadolski, R., van der Baaren, J., Fernández-Manjón, B., MacArthur, E., & Star, K. (2014). Acquiring 21st Century Skills: Gaining Insight into the Design and Applicability of a Serious Game with 4C-ID. Games & Learning Alliance, 327. doi:10.1007/978-3-319-12157-4_26
26. Vandewaetere, M., Manhaeve, D., Aertgeerts, B., Clarebout, G., Van Merriënboer, J. G., & Roex, A. (2015). 4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE Guide No. 93. Medical Teacher, 37(1), 4-20. doi:10.3109/0142159X.2014.928407
27. Vosniadou, S., & Ortony, A. (1989). Similarity and analogical reasoning. New York, Cambridge University Press