메뉴 건너뛰기




Volumn , Issue , 2018, Pages 169-179

4C/ID in the context of instructional design and the learning sciences

Author keywords

[No Author keywords available]

Indexed keywords


EID: 85049280190     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315617572     Document Type: Chapter
Times cited : (26)

References (38)
  • 1
    • 0002285834 scopus 로고
    • Problem solving and learning
    • Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48(1), 35-44.
    • (1993) American Psychologist , vol.48 , Issue.1 , pp. 35-44
    • Anderson, J.R.1
  • 2
    • 84965520752 scopus 로고
    • Situated cognition and the culture of learning
    • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.
    • (1989) Educational Researcher , vol.18 , pp. 32-42
    • Brown, J.S.1    Collins, A.2    Duguid, P.3
  • 3
    • 84951287266 scopus 로고    scopus 로고
    • Improving communication skills in the Southeast Asian health care con-text
    • Claramita, M., & Susilo, A. P. (2014). Improving communication skills in the Southeast Asian health care con-text. Perspectives on Medical Education, 3, 474-479.
    • (2014) Perspectives on Medical Education , vol.3 , pp. 474-479
    • Claramita, M.1    Susilo, A.P.2
  • 5
    • 85048674336 scopus 로고    scopus 로고
    • Cognitive and sociocultural perspective on learning: Tensions and synergy in the Learning Sciences
    • F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
    • Danish, J., & Gresalfi, M. (2018). Cognitive and sociocultural perspective on learning: Tensions and synergy in the Learning Sciences. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 34-43). New York: Routledge.
    • (2018) International handbook of the learning sciences , pp. 34-43
    • Danish, J.1    Gresalfi, M.2
  • 7
    • 85049288212 scopus 로고    scopus 로고
    • Apprenticeship learning
    • F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
    • Eberle, J. (2018). Apprenticeship learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 34-43). New York: Routledge.
    • (2018) International handbook of the learning sciences , pp. 34-43
    • Eberle, J.1
  • 8
    • 84925843168 scopus 로고    scopus 로고
    • What is task-centered learning?
    • Francom, G. M., & Gardner, J. (2014). What is task-centered learning? TechTrends, 58(5), 28-36.
    • (2014) TechTrends , vol.58 , Issue.5 , pp. 28-36
    • Francom, G.M.1    Gardner, J.2
  • 9
  • 12
    • 15944397118 scopus 로고    scopus 로고
    • Learning and design: Why the learning sciences and instructional systems need each other
    • May-June
    • Hoadley, C. H. (2004, May-June). Learning and design: Why the learning sciences and instructional systems need each other. Educational Technology Magazine, 44(3), 6-12.
    • (2004) Educational Technology Magazine , vol.44 , Issue.3 , pp. 6-12
    • Hoadley, C.H.1
  • 14
    • 33845658028 scopus 로고
    • Objectivism versus constructivism: Do we need a new philosophical paradigm?
    • Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39, 5-14.
    • (1991) Educational Technology Research and Development , vol.39 , pp. 5-14
    • Jonassen, D.H.1
  • 15
    • 84909053811 scopus 로고    scopus 로고
    • Epistemology or pedagogy, that is the question
    • S. Tobias & T. M. Duffy. (Eds.), New York: Routledge
    • Kirschner, P. A. (2009). Epistemology or pedagogy, that is the question. In S. Tobias & T. M. Duffy. (Eds.), Constructivist instruction: Success or failure? (pp. 144-157). New York: Routledge.
    • (2009) Constructivist instruction: Success or failure? , pp. 144-157
    • Kirschner, P.A.1
  • 16
    • 28744436324 scopus 로고    scopus 로고
    • Towards more powerful learning environments through combining the perspectives of designers, teachers, and students
    • Könings, K. D., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2005). Towards more powerful learning environments through combining the perspectives of designers, teachers, and students. British Journal of Educational Psychology, 75, 645-660.
    • (2005) British Journal of Educational Psychology , vol.75 , pp. 645-660
    • Könings, K.D.1    Brand-Gruwel, S.2    van Merriënboer, J.J.G.3
  • 17
    • 83555164756 scopus 로고    scopus 로고
    • Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning
    • Kostons, D., van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22, 121-132.
    • (2012) Learning and Instruction , vol.22 , pp. 121-132
    • Kostons, D.1    van Gog, T.2    Paas, F.3
  • 18
    • 84944266229 scopus 로고    scopus 로고
    • Designing evidence-based medicine training to optimize the transfer of skills from the classroom to clinical practice: Applying the four-component instruc-tional design model
    • Maggio, L. A., ten Cate, O., Irby, D., & O’Brien, B. (2015). Designing evidence-based medicine training to optimize the transfer of skills from the classroom to clinical practice: Applying the four-component instruc-tional design model. Academic Medicine, 90, 1457-1461.
    • (2015) Academic Medicine , vol.90 , pp. 1457-1461
    • Maggio, L.A.1    ten Cate, O.2    Irby, D.3    O’Brien, B.4
  • 21
    • 0007201049 scopus 로고
    • Second generation instructional design
    • Merrill, M. D., Li, Z., & Jones, M. K. (1990). Second generation instructional design. Educational Technology, 30(2), 7-14.
    • (1990) Educational Technology , vol.30 , Issue.2 , pp. 7-14
    • Merrill, M.D.1    Li, Z.2    Jones, M.K.3
  • 22
    • 33846580222 scopus 로고
    • Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach
    • Paas, F., & van Merriënboer, J. J. G. (1994b). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122-133.
    • (1994) Journal of Educational Psychology , vol.86 , pp. 122-133
    • Paas, F.1    van Merriënboer, J.J.G.2
  • 23
    • 84926456322 scopus 로고    scopus 로고
    • Developing clinical reasoning in the classroom-Analysis of the 4C/ID-model
    • Postma, T. C., & White, J. G. (2015). Developing clinical reasoning in the classroom-Analysis of the 4C/ID-model. European Journal of Dental Education, 19(2), 74-80.
    • (2015) European Journal of Dental Education , vol.19 , Issue.2 , pp. 74-80
    • Postma, T.C.1    White, J.G.2
  • 24
    • 85049279832 scopus 로고    scopus 로고
    • Design-based research (DBR)
    • F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
    • Puntambekar, S. (2018). Design-based research (DBR). In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 383-392). New York: Routledge.
    • (2018) International handbook of the learning sciences , pp. 383-392
    • Puntambekar, S.1
  • 26
    • 0037412702 scopus 로고    scopus 로고
    • Structuring the transition from example study to problem solving in cog-nitive skill acquisition: A cognitive load perspective
    • Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cog-nitive skill acquisition: A cognitive load perspective. Educational Psychologist, 38(1), 15-22.
    • (2003) Educational Psychologist , vol.38 , Issue.1 , pp. 15-22
    • Renkl, A.1    Atkinson, R.K.2
  • 27
    • 35348815083 scopus 로고    scopus 로고
    • Developing technical expertise in secondary technical schools: The effect of 4C/ID learning environments
    • Sarfo, F. K., & Elen, J. (2007). Developing technical expertise in secondary technical schools: The effect of 4C/ID learning environments. Learning Environments Research, 10(3), 207-221.
    • (2007) Learning Environments Research , vol.10 , Issue.3 , pp. 207-221
    • Sarfo, F.K.1    Elen, J.2
  • 29
    • 0037281745 scopus 로고    scopus 로고
    • Learning by doing something else: Variation, relatedness, and the learning curve
    • Schilling, M. A., Vidal, P., Ployhart, R. E., & Marangoni, A. (2003). Learning by doing something else: Variation, relatedness, and the learning curve. Management Science, 49, 39-56.
    • (2003) Management Science , vol.49 , pp. 39-56
    • Schilling, M.A.1    Vidal, P.2    Ployhart, R.E.3    Marangoni, A.4
  • 30
    • 0022085077 scopus 로고
    • Training high-performance skills: Fallacies and guidelines
    • Schneider, W. (1985). Training high-performance skills: Fallacies and guidelines. Human Factors, 27, 285-300.
    • (1985) Human Factors , vol.27 , pp. 285-300
    • Schneider, W.1
  • 31
    • 85049294021 scopus 로고    scopus 로고
    • Research on scaffolding in the learning sciences: A methodological perspective
    • F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
    • Tabak, I., & Kyza., E. (2018). Research on scaffolding in the learning sciences: A methodological perspective. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 191-200). New York: Routledge.
    • (2018) International handbook of the learning sciences , pp. 191-200
    • Tabak, I.1    Kyza, E.2
  • 32
    • 84958547876 scopus 로고    scopus 로고
    • Effects of a game-facilitated curriculum on technical knowledge and skill development
    • S. A. Meijer & R. Smeds (Eds.), Berlin: Springer
    • Van Bussel, R., Lukosch, H., & Meijer, S. A. (2014). Effects of a game-facilitated curriculum on technical knowledge and skill development. In S. A. Meijer & R. Smeds (Eds.), Frontiers in gaming simulation (pp. 93-101). Berlin: Springer.
    • (2014) Frontiers in gaming simulation , pp. 93-101
    • Van Bussel, R.1    Lukosch, H.2    Meijer, S.A.3
  • 34
    • 84874282113 scopus 로고    scopus 로고
    • Perspectives on problem solving and instruction
    • van Merriënboer, J. J. G. (2013). Perspectives on problem solving and instruction. Computers and Education, 64, 153-160.
    • (2013) Computers and Education , vol.64 , pp. 153-160
    • van Merriënboer, J.J.G.1
  • 35
    • 0001994665 scopus 로고
    • Training for reflective expertise: A four-component instructional design model for complex cognitive skills
    • van Merriënboer, J. J. G., Jelsma, O., & Paas, F. (1992). Training for reflective expertise: A four-component instructional design model for complex cognitive skills. Educational Technology Research and Development, 40, 23-43.
    • (1992) Educational Technology Research and Development , vol.40 , pp. 23-43
    • van Merriënboer, J.J.G.1    Jelsma, O.2    Paas, F.3
  • 37
    • 74049097220 scopus 로고    scopus 로고
    • Cognitive load theory in health professional education: Design principles and strategies
    • van Merriënboer, J. J. G., & Sweller, J. (2010). Cognitive load theory in health professional education: Design principles and strategies. Medical Education, 44, 85-93.
    • (2010) Medical Education , vol.44 , pp. 85-93
    • van Merriënboer, J.J.G.1    Sweller, J.2
  • 38
    • 84919625037 scopus 로고    scopus 로고
    • 4C/ID in medical education: How to design an educational program based on whole-task learning (AMEE Guide No. 93)
    • Vandewaetere, M., Manhaeve, D., Aertgeerts, B., Clarebout, G., van Merriënboer, J. 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, 4-20.
    • (2015) Medical Teacher , vol.37 , pp. 4-20
    • Vandewaetere, M.1    Manhaeve, D.2    Aertgeerts, B.3    Clarebout, G.4    van Merriënboer, J.J.G.5    Roex, A.6


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.