{"title":"van的教学理论Merriënboer","authors":"","doi":"10.4018/978-1-7998-4096-1.ch006","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":403072,"journal":{"name":"4C-ID Model and Cognitive Approaches to Instructional Design and Technology","volume":"331 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Instruction Theory of van Merriënboer\",\"authors\":\"\",\"doi\":\"10.4018/978-1-7998-4096-1.ch006\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":403072,\"journal\":{\"name\":\"4C-ID Model and Cognitive Approaches to Instructional Design and Technology\",\"volume\":\"331 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"4C-ID Model and Cognitive Approaches to Instructional Design and Technology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/978-1-7998-4096-1.ch006\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"4C-ID Model and Cognitive Approaches to Instructional Design and Technology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-7998-4096-1.ch006","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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.
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