Abstract
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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