AB+-+Kirschner+et+al.+(2006)


 * **Reference: ** || Kirschner, P. A., Sweller, J., & Clark, R. E. (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//(2), 75-86. doi:10.1207/s15326985ep4102_1 ||
 * **Author's: ** || Kirschner, P. A., Sweller, J., & Clark, R. E. ||
 * **Title:** || Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. ||
 * **Year:** || 2006 ||
 * **Journal: ** || //Educational Psychologist // ||
 * **Retrieval Information**: || http://dx.doi.org/10.1207/s15326985ep4102_1 ||
 * **Bibliography**: ||  ||
 * The author’s purpose is to demonstrate that several theories of adult learning theory are untenable from the perspective of cognitive load. The article contains a fair representation of the history and concepts of constructivist theory. Experience shows that teachers rarely use a strictly constructivist approach, so this article is building a straw man regarding pure minimally guided instruction. The article demonstrates effectively the rationale of why direct guidance, which minimizes cognitive load, is preferred to minimally guided instruction, and concludes 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 ” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 75 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors also stated that the “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">epistemology of a discipline should not be confused with a pedagogy for teaching or learning it <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 83 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Based on understanding of cognitive architecture, the author’s demonstrated multiple studies supporting directed, or guided instruction as opposed to discovery, or interactive methods, concluding “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">guided instruction not only produced more immediate recall of facts than unguided approaches, but also longer term transfer and problem-solving skills <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 80 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). This article will be useful in instructional design, and in techniques that can minimize cognitive load, and emphasize learning in my dissertation. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dx.doi.org/10.1207/s15326985ep4102_1 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The author’s purpose is to demonstrate that several theories of adult learning theory are untenable from the perspective of cognitive load. The article contains a fair representation of the history and concepts of constructivist theory. Experience shows that teachers rarely use a strictly constructivist approach, so this article is building a straw man regarding pure minimally guided instruction. The article demonstrates effectively the rationale of why direct guidance, which minimizes cognitive load, is preferred to minimally guided instruction, and concludes that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 75 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors also stated that the “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">epistemology of a discipline should not be confused with a pedagogy for teaching or learning it <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 83 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Based on understanding of cognitive architecture, the author’s demonstrated multiple studies supporting directed, or guided instruction as opposed to discovery, or interactive methods, concluding “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">guided instruction not only produced more immediate recall of facts than unguided approaches, but also longer term transfer and problem-solving skills <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 80 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). This article will be useful in instructional design, and in techniques that can minimize cognitive load, and emphasize learning in my dissertation. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||