TY - JOUR
T1 - Scaffolding and achievement in problem-based and inquiry learning
T2 - A response to Kirschner, Sweller, and Clark (2006)
AU - Hmelo-Silver, Cindy E.
AU - Duncan, Ravit Golan
AU - Chinn, Clark A.
PY - 2007
Y1 - 2007
N2 - Many innovative approaches to education such as problem-based learning (PBL) and inquiry learning (IL) situate learning in problem-solving or investigations of complex phenomena. Kirschner, Sweller, and Clark (2006) grouped these approaches together with unguided discovery learning. However, the problem with their line of argument is that IL and PBL approaches are highly scaffolded. In this article, we first demonstrate that Kirschner et al. have mistakenly conflated PBL and IL with discovery learning. We then present evidence demonstrating that PBL and IL are powerful and effective models of learning. Far from being contrary to many of the principles of guided learning that Kirschner et al. discussed, both PBL and IL employ scaffolding extensively thereby reducing the cognitive load and allowing students to learn in complex domains. Moreover, these approaches to learning address important goals of education that include content knowledge, epistemic practices, and soft skills such as collaboration and self-directed learning.
AB - Many innovative approaches to education such as problem-based learning (PBL) and inquiry learning (IL) situate learning in problem-solving or investigations of complex phenomena. Kirschner, Sweller, and Clark (2006) grouped these approaches together with unguided discovery learning. However, the problem with their line of argument is that IL and PBL approaches are highly scaffolded. In this article, we first demonstrate that Kirschner et al. have mistakenly conflated PBL and IL with discovery learning. We then present evidence demonstrating that PBL and IL are powerful and effective models of learning. Far from being contrary to many of the principles of guided learning that Kirschner et al. discussed, both PBL and IL employ scaffolding extensively thereby reducing the cognitive load and allowing students to learn in complex domains. Moreover, these approaches to learning address important goals of education that include content knowledge, epistemic practices, and soft skills such as collaboration and self-directed learning.
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U2 - https://doi.org/10.1080/00461520701263368
DO - https://doi.org/10.1080/00461520701263368
M3 - Review article
SN - 0046-1520
VL - 42
SP - 99
EP - 107
JO - Educational Psychologist
JF - Educational Psychologist
IS - 2
ER -