Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)
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What it found
A reply to Kirschner, Sweller and Clark: problem-based and inquiry learning are highly scaffolded, so they shouldn't be grouped with unguided discovery. The authors present evidence that both are effective, use scaffolding to reduce cognitive load, and serve goals such as collaboration and self-directed learning as well as content knowledge.
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- An argument and a review of selected evidence, not a new meta-analysis.
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doi.org/10.1080/00461520701263368 · ERIC record EJ772220
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Cite this study
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368
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