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

Autor/inn/en	Kirschner, Paul A.; Sweller, John; Clark, Richard E.
Titel	Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Quelle	In: Educational Psychologist, 41 (2006) 2, S.75-86 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1207/s15326985ep4102_1
Schlagwörter	Instructional Design; Teaching Methods; Cognitive Structures; Learning Processes; Prior Learning; Constructivism (Learning); Discovery Learning; Problem Based Learning; Experiential Learning; Teacher Guidance; Failure; Inquiry + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive structure; Kognitive Struktur; Learning process; Lernprozess; Vorkenntnisse; Entdeckendes Lernen; Problem-based learning; Problemorientiertes Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Lehrerberatung
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 design models that support guidance during instruction are briefly described. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 or 201-258-2200; Fax: 201-236-0072; E-mail: journals@erlbaum.com; Web site: https://www.erlbaum.com/journals.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10