Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)

  title={Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)},
  author={Cindy E. Hmelo-Silver and Ravit Golan Duncan and C. Chinn},
  journal={Educational Psychologist},
  pages={107 - 99}
  • Cindy E. Hmelo-Silver, Ravit Golan Duncan, C. Chinn
  • Published 2007
  • Psychology
  • Educational Psychologist
  • Many innovative approaches to education such as problem-based learning (PBL) and inquiry learning (IL) situate learning in problem-solving or investigations of complex phenomena. Kirschner, Sweller, and Clark (2006) grouped these approaches together with unguided discovery learning. However, the problem with their line of argument is that IL and PBL approaches are highly scaffolded. In this article, we first demonstrate that Kirschner et al. have mistakenly conflated PBL and IL with discovery… CONTINUE READING
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