ERIC Number: EJ1084507
Record Type: Journal
Publication Date: 2015
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1547-9714
EISSN: N/A
Learning Electrical Circuits: The Effects of the 4C-ID Instructional Approach in the Acquisition and Transfer of Knowledge
Melo, Mário; Miranda, Guilhermina Lobato
Journal of Information Technology Education: Research, v14 p313-337 2015
This study was designed to investigate the effects of two instructional approaches (4C-ID versus conventional) on learners' knowledge-acquisition and learning transfer of the electrical circuits content in Physics. Participants were 129 9th graders from a secondary school in Lisbon, M = 14.3 years, SD = 0.54. The participants were divided in two groups: an experimental group constituted three intact classes (n = 78); and a control group constituted two intact classes (n = 51). The experimental group was taught using a digital learning environment designed with the 4C-ID model principles while the control group learned the same contents through a conventional method. We assessed the students' performance (knowledge-acquisition and transfer), the perceived cognitive load, and the instructional efficiency. Results indicated that the experimental group performed significantly better than the control group on a knowledge-acquisition test and in a learning transfer test. They also perceived a less cognitive load in the transfer test and the learning environment developed with the 4C-ID model proved to be more instructional efficient than the conventional method.
Descriptors: Equipment, Teaching Methods, Physics, Science Instruction, Comparative Analysis, Transfer of Training, Secondary School Science, Secondary School Students, Grade 9, Models, Foreign Countries, Experimental Groups, Control Groups, Learning Processes, Difficulty Level, Instructional Effectiveness, Efficiency, Achievement Tests, Statistical Analysis, Instructional Design
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 9; Junior High Schools; Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal (Lisbon)
Grant or Contract Numbers: N/A