Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

@article{Kirschner2006WhyMG,
  title={Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching},
  author={P. Kirschner and J. Sweller and R. Clark},
  journal={Educational Psychologist},
  year={2006},
  volume={41},
  pages={75 - 86}
}
  • P. Kirschner, J. Sweller, R. Clark
  • Published 2006
  • Psychology, Engineering
  • Educational Psychologist
  • 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… CONTINUE READING
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