Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries

REFERENCES

• Clark , R. E. 1983 . Reconsidering research on learning from media . Review of Educational Research. , 53 : 445 – 459 .
   Web of Science ®Google Scholar
• Clark , R. E. 2001 . Learning from media: Arguments, analysis and evidence. , Greenwich, CT : Information Age Publishers .
   Google Scholar
• Clark , R. C. , Nguyen , F. and Sweller , J. 2006 . Efficiency in learning: Evidence-based guidelines to manage cognitive load , San Francisco : Pfeiffer .
   Google Scholar
• Cognition and Technology Group at Vanderbilt . 1992 . The Jasper series as an example of anchored instruction: Theory, program description and assessment data . Educational Psychologist , 27 : 291 – 315 .
   Web of Science ®Google Scholar
• Geary , D. 2002 . Principles of evolutionary educational psychology . Learning and Individual Differences. , 12 : 317 – 345 .
   Web of Science ®Google Scholar
• Geary , D. 2005 . The origin of mind: Evolution of brain, cognition, and general intelligence , Washington, DC : American Psychological Association .
   Google Scholar
• Geary , D. “ Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology ” . In Psychological perspectives on contemporary educational issues , Edited by: Carlson , J. S. and Levin , J. R. Greenwich, CT : Information Age Publishing . in press
   Google Scholar
• Hmelo-Silver , C. E. , Duncan , R. G. and Chinn , C. A. 2007 . Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006) . Educational Psychologist , 42 : 99 – 107 .
   Web of Science ®Google Scholar
• Kirschner , P. A. 1992 . Epistemology, practical work and academic skills in science education . Science and Education. , 1 : 273 – 299 .
   Google Scholar
• Kirschner , P. A. , Sweller , J. and Clark , R. 2006 . Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching . Educational Psychologist. , 41 : 75 – 86 .
   Web of Science ®Google Scholar
• Kuhn , D. 2007 . Is direct instruction the answer to the right question? . Educational Psychologist , 42 : 109 – 113 .
   Web of Science ®Google Scholar
• Lynch , S. , Kuipers , J. , Pyke , C. and Szesze , M. 2005 . Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant . Journal of Research in Science Teaching. , 42 : 921 – 946 .
   Web of Science ®Google Scholar
• Mayer , R. 1987 . “ Learnable aspects of problem solving: some examples ” . In Applications of cognitive psychology: Problem solving, education, and computing , Edited by: Berger , D. E. , Pezdek , K. and Banks , W. P. 109 – 122 . Hillsdale, NJ : Erlbaum .
   Google Scholar
• Merrill , M. D. 2002 . First principles of instruction . Educational Technology Research and Development. , 50 : 43 – 59 .
   Web of Science ®Google Scholar
• Novak , J. D. 1988 . Learning science and the science of learning . Studies in Science Education. , 15 : 77 – 101 .
   Google Scholar
• Paas , F. and van Gog , T. 2006 . Optimising worked example instruction: Different ways to increase germane cognitive load . Learning and Instruction. , 16 : 87 – 91 .
   Web of Science ®Google Scholar
• Schmidt , H. 1993 . Foundations of problem-based learning: Some explanatory notes . Medical Education. , 27 : 422 – 433 .
   PubMed Web of Science ®Google Scholar
• Schmidt , H. , De Grave , W. , De Volder , M. , Moust , J. and Patel , V. 1989 . Explanatory models in the processing of science text: The role of prior knowledge activation through small group discussion . Journal of Educational Psychology. , 81 : 610 – 619 .
   Web of Science ®Google Scholar
• Schmidt , H. G. , Loyens , S. M. M. , van Gog , T. and Paas , F. 2007 . Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006) . Educational Psychologist , 42 : 91 – 97 .
   Web of Science ®Google Scholar
• Schwartz , D. and Bransford , J. 1998 . A time for telling . Cognition and Instruction. , 16 : 475 – 522 .
   Web of Science ®Google Scholar
• Sweller , J. “ Evolutionary biology and educational psychology ” . In Psychological perspectives on contemporary educational issues , Edited by: Carlson , J. S. and Levin , J. R. Greenwich, CT : Information Age Publishing . in press
   Google Scholar
• Sweller , J. and Sweller , S. 2006 . Natural information processing systems . Evolutionary Psychology. , 4 : 434 – 458 .
   Google Scholar
• Theobald , D. W. 1968 . An introduction to the philosophy of science , London : Methuen .
   Google Scholar
• Van Merriënboer , J. J. G. and Kirschner , P. A. 2007 . Ten steps to complex learning , Mahwah, NJ : Erlbaum .
   Google Scholar
• Van Merriënboer , J. J. G. , Kirschner , P. A. and Kester , L. 2003 . Taking the load off the learner's mind: Instructional design for complex learning . Educational Psychologist. , 38 : 5 – 13 .
   Web of Science ®Google Scholar
• Wellington , J. J. 1981 . “What's supposed to happen, sir?”: Some problems with discovery learning . School Science Review , 63 : 167 – 173 .
   Google Scholar