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

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

ISBN13: 9781799840961|ISBN10: 1799840964|ISBN13 Softcover: 9781799856320|EISBN13: 9781799840978
DOI: 10.4018/978-1-7998-4096-1.ch007
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MLA

Guilhermina Maria Lobato Ferreira de Miranda, et al. "The 4C/ID Model Applied to the Electrical Circuits Learning." 4C-ID Model and Cognitive Approaches to Instructional Design and Technology: Emerging Research and Opportunities, IGI Global, 2021, pp.128-149. https://doi.org/10.4018/978-1-7998-4096-1.ch007

APA

G. de Miranda, M. Rafael, M. Melo, J. Costa Pardal, & T. Pontes (2021). The 4C/ID Model Applied to the Electrical Circuits Learning. IGI Global. https://doi.org/10.4018/978-1-7998-4096-1.ch007

Chicago

Guilhermina Maria Lobato Ferreira de Miranda, et al. "The 4C/ID Model Applied to the Electrical Circuits Learning." In 4C-ID Model and Cognitive Approaches to Instructional Design and Technology: Emerging Research and Opportunities. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4096-1.ch007

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Abstract

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.

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