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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8951
Title: Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching
Authors: Kirschner, Paul A.
Sweller, John
Clark, Richard
Keywords: Instruction
constructivist teaching
discovery teaching
Problem-based teaching
Experiential,teaching
Inquiry-Based Teaching
Issue Date: 2016
Publisher: Routledge
Citation: Kirschner, P. A., Sweller, J., & Clark, R. E. (2016). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. In C. Davies & R. Eynon (Eds.). Major themes in education, Vol. 4. Abingdon, UK: Taylor & Francis / New York, NY: Routledge.
Abstract: Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide “internal” guidance. Recent developments in instructional research and instructional designmodels that support guidance during instruction are briefly described
URI: http://hdl.handle.net/1820/8951
Appears in Collections:1. FEEEL Publications, books and conference papers

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