The 4C/ID Model Applied to the Electrical Circuits Learning

The main objective of this chapter is to present the empirical results of an experimental study carried out with 9th grade students for teaching electrical circuits. The experimental research took place during April and May 2013. In the study, the authors compared two instructional approaches (4C/ID versus conventional). Thus, the results obtained by two groups (experimental and control) on the variables ‘performance', ‘perceived mental effort', and ‘instructional efficiency' were compared. The results revealed that, globally, the experimental group obtained better performances, with less perceived mental effort (i.e., better instructional efficiency). These results were discussed in 4C/ID-model theoretical framework.

The 4C/ID Model with Microworlds Applied to Computer Programming

Programming teaching is currently included in a wide range of academic and technical courses mostly due to technological advances. Despite the fact that this approach is reaching more and more students, the literature has described a set of limitations in the acquisition of this complex learning and presented microworlds as a possible solution. Although they have been closely associated with constructivist models combined with the 4C/ID model, they have shown promising results in recent studies. This chapter explores the use of microworlds associated with the 4C/ID model to facing the learning difficulties on programming in technical courses. It also presents a set of practical examples that the reader could put into practice.

The Instruction Theory of Jerome Bruner

In the movement of ideas and proposals on education, Jerome Bruner stands out and can be considered as one of the key figures in the field of educational psychology. In this chapter, focusing mainly on education, learning, and teaching, the author summarizes Jerome Bruner's proposals, Jerome Bruner's perspective on culture, education and development, and in particular, the main constructs and implications of his theory of cognitive development and his instruction theory. Particular emphasis is given to guided discovery learning, presenting its advantages and disadvantages, as well as a discussion of the main conclusions of the investigations on its use. Finally, examples of the richness of guided discovery learning and the application of Bruner's ideas in different content areas are presented.

The 4C/ID Model Applied to Learn Computer Programming With Python

The acquisition of knowledge in computer programming has been a new skill required by the most diverse academic backgrounds. It is no different for students and professionals using CAD (computer-aided design) software. There are several programming paradigms, and the use of textual programming languages like Python had been the most appropriate and has shown good results. This chapter presents the results of a study intended to understand the difficulties of learning computer programming in Python language, aimed at architects, and how the instructional design 4C/ID model can be used to overcome some of these difficulties; it also analyses the effects of this learning environment on the acquisition and transfer of programming knowledge.

The Instruction Theory of van Merriënboer

The purpose of this chapter is to frame the instruction theory of van Merriënboer, that is, the four components instructional design model (4C/ID-model). Thus, firstly the chapter compares the conceptual definitions of the two instructional approaches, part-task and whole-task, and then, the authors introduce the 4C/ID-model upon which the whole-task approach is mainly based. The next section contains a detailed description of the 4C/ID-model, including strategies for managing cognitive load that are incorporated into the model.

The Instruction Theory of Robert Gagné

Robert Gagné is an author with a landmark in the history of learning and can be considered as one of the most influential psychologists and researchers in the field of instruction. Gagné is clearly part of a group of authors who are particularly interested in educational technology, understood as the application of scientific knowledge of learning theories to practical situations of instruction. In summary, Gagné's proposal considers three fundamental elements: 1) a taxonomy of types of learning, 2) the internal and external conditions necessary to achieve these types of learning, and 3) the conditions of learning. In essence, the combination of these elements constitutes an integrated theory of learning and instruction. Considering whenever possible and necessary the aspects presented, this chapter presents Robert Gagné's perspective with special emphasis on instruction theory and conditions of learning theory.

Cognitivist Frameworks of Learning and Instruction

This chapter summarizes the main research results on the functioning of human memory and how cognitive instructional models integrate these findings into their proposals for optimizing learning. It also covers some of the main cognitive theories of instruction where we highlight the cognitive theory of multimedia learning and the cognitive load theory. These theories appeared alongside an emerging framework called the “cognitive revolution” in the 1950s. In this framework, human cognition can be compared to a biological computer that represents and processes information that comes from the outside world through various sensory systems. This information must be recorded in memory and then retrieved so that any biological or digital system can perform the activities that are expected in various situations. Learning in this framework is to form new mental schemes in long-term memory, to integrate simple and already formed schemes into more complex ones, and to automate some schemes through a compilation process. The cognitive theories of instruction take the way human memory works very seriously.

Behavior Frameworks of Learning and Instruction

In this chapter, the models of classical conditioning, operant conditioning, and social learning are analyzed as scientific foundations of education and teaching. After a historical contextualization of the referred behavioral approaches to learning, an explanation of the basic processes and mechanisms involved is presented for each one, as well as the main associated authors. The authors present examples of cases, practical applications (for example, programmed learning) and investigations resulting from the presented models. In the analysis of the models, the author highlights both their potential and their main limitations.

Literature Review and Bibliometric Analysis on the 4C/ID Model

The use of 4C/ID-model for complex learning has increased in several distinct areas since its creation. Researches have been applied to the whole model or to adapted versions with changes, both to skills development and to increase the acquisition of knowledge. In this chapter, the authors discuss how recent review studies on the 4C/ID-model using bibliometric and meta-analysis and suggest that its use improves significantly student learning regarding the academic area.

Learning and Instructional Theories

This chapter covers the concepts of learning and instruction as well as the main scientific approaches to these concepts. It will also distinguish the concepts of education and instruction, for these concepts, though related, have different meanings. Education is concerned with the formation of the character and instruction has to do with the acquisition of instrumental and disciplinary knowledge. This chapter deals mostly with theories of instruction because the formation of character, although always present in any educational act, will not be the object of analysis. But a theory of instruction must be closely related to a scientific theory of learning. What gives theoretical and scientific consistency to a theory of instruction is its deep rootedness in a scientific theory that explains how human beings learn and develop. For this reason, this chapter also addresses the main scientific approaches to learning and describes how they support different instructional theories: the behavioral, the cognitive, and the situated learning approaches.