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.
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