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

@article{HmeloSilver2007ScaffoldingAA,
  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},
  year={2007},
  volume={42},
  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
    Problem‐based learning
    • 1,203
    • PDF
    Scaffolding in Teacher–Student Interaction: A Decade of Research
    • 681
    • PDF
    Designing for Productive Failure
    • 274
    • PDF
    Project-based learning: A review of the literature
    • 118
    • PDF
    Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
    • 402
    • Highly Influenced
    • PDF

    References

    Publications referenced by this paper.
    SHOWING 1-10 OF 120 REFERENCES
    Problem-Based Learning: What and How Do Students Learn?
    • 3,049
    • PDF
    Problem‐based Learning: A Review of Literature on Its Outcomes and Implementation Issues
    • 2,563
    Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students
    • 1,281
    Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work
    • 737
    • Highly Influential
    • PDF
    Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics
    • 4,168
    • PDF
    A Scaffolding Design Framework for Software to Support Science Inquiry
    • 824
    • PDF
    Does problem‐based learning work? A meta‐analysis of evaluative research
    • 1,425