Problem-Based Learning Is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006)

Autor/inn/en	Schmidt, Henk G.; Loyens, Sofie M. M.; Van Gog, Tamara; Paas, Fred
Titel	Problem-Based Learning Is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006)
Quelle	In: Educational Psychologist, 42 (2007) 2, S.91-97 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520701263350
Schlagwörter	Stellungnahme; Teaching Methods; Cognitive Structures; Problem Based Learning; Educational Principles; Learning Processes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive structure; Kognitive Struktur; Problem-based learning; Problemorientiertes Lernen; Bildungsprinzip; Learning process; Lernprozess
Abstract	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 of problem-based learning with minimally guided instruction. In this commentary, we argue that problem-based learning is an instructional approach that allows for flexible adaptation of guidance, and that, contrary to Kirschner et al.'s conclusions, its underlying principles are very well compatible with the manner in which our cognitive structures are organized. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10