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Problem-Based Learning Is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006)
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Schmidt, Henk G.; Loyens, Sofie M. M.; Van Gog, Tamara; Paas, Fred – Educational Psychologist, 2007
Kirschner, Sweller, and Clark (2006) suggest that unguided or minimally guided instructional approaches are less effective and efficient for novices than guided instructional approaches because they ignore the structures that constitute human cognitive architecture. While we concur with the authors on this point, we do not agree to their equation…
Descriptors: Teaching Methods, Cognitive Structures, Problem Based Learning, Educational Principles
Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries
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Sweller, John; Kirschner, Paul A.; Clark, Richard E. – Educational Psychologist, 2007
In this reply to commentaries on the Kirschner, Sweller, and Clark (2006) paper, we not only reemphasize the importance of randomized, controlled experimental tests of competing instructional procedures, but also indicate that altering one variable at a time is an essential feature of a properly controlled experiment. Furthermore, we also…
Descriptors: Educational Psychology, Teaching Methods, Information Seeking, Cognitive Structures
Epistemological Resources: Applying a New Epistemological Framework to Science Instruction
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Louca, Loucas; Elby, Andrew; Hammer, David; Kagey, Trisha – Educational Psychologist, 2004
Most research on personal epistemologies has conceived them as made up of relatively large, coherent, and stable cognitive structures, either developmental stages or beliefs (perhaps organized into theories). Recent work has challenged these views, arguing that personal epistemologies are better understood as made up of finer grained cognitive…
Descriptors: Science Instruction, Comparative Analysis, Teaching Methods, Cognitive Structures
Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
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Kirschner, Paul A.; Sweller, John; Clark, Richard E. – Educational Psychologist, 2006
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…
Descriptors: Instructional Design, Teaching Methods, Cognitive Structures, Learning Processes