In this reply to commentaries on the Kirschner, Sweller, and Clark
(2006) paper, we not only reemphasize the importance of randomized,
controlled experimental tests of competing instructional procedures,
but also indicate that altering one variable at a time is an essential
feature of a properly controlled experiment. Furthermore, we also
emphasize that variable must be relevant to the issue at hand with
its effects explainable by our knowledge of human cognitive architecture.
We reject the view that the presentation of relevant information
should be reduced in favor of teaching learners how to find information.
Lastly, we indicate that we believe a new educational psychology
has been developed that has the potential to rapidly change our field.
%0 Journal Article
%1 sweller2007minimally
%A Sweller, John
%A Kirschner, Paul A
%A Clark, Richard E
%D 2007
%I Taylor & Francis
%J Educational psychologist
%K PBL direct inquiry-based instruction learning minimal
%N 2
%P 115-121
%T Why minimally guided teaching techniques do not work: A reply to commentaries
%U https://www.tandfonline.com/doi/abs/10.1080/00461520701263426
%V 42
%X In this reply to commentaries on the Kirschner, Sweller, and Clark
(2006) paper, we not only reemphasize the importance of randomized,
controlled experimental tests of competing instructional procedures,
but also indicate that altering one variable at a time is an essential
feature of a properly controlled experiment. Furthermore, we also
emphasize that variable must be relevant to the issue at hand with
its effects explainable by our knowledge of human cognitive architecture.
We reject the view that the presentation of relevant information
should be reduced in favor of teaching learners how to find information.
Lastly, we indicate that we believe a new educational psychology
has been developed that has the potential to rapidly change our field.
@article{sweller2007minimally,
abstract = {In this reply to commentaries on the Kirschner, Sweller, and Clark
(2006) paper, we not only reemphasize the importance of randomized,
controlled experimental tests of competing instructional procedures,
but also indicate that altering one variable at a time is an essential
feature of a properly controlled experiment. Furthermore, we also
emphasize that variable must be relevant to the issue at hand with
its effects explainable by our knowledge of human cognitive architecture.
We reject the view that the presentation of relevant information
should be reduced in favor of teaching learners how to find information.
Lastly, we indicate that we believe a new educational psychology
has been developed that has the potential to rapidly change our field.},
added-at = {2021-11-03T09:05:42.000+0100},
author = {Sweller, John and Kirschner, Paul A and Clark, Richard E},
biburl = {https://www.bibsonomy.org/bibtex/2bb644987b8fddfe20ec6658603a7aab0/yish},
interhash = {209290967afd928908cc1647a1a86ca6},
intrahash = {bb644987b8fddfe20ec6658603a7aab0},
journal = {Educational psychologist},
keywords = {PBL direct inquiry-based instruction learning minimal},
number = 2,
pages = {115-121},
publisher = {Taylor & Francis},
timestamp = {2021-11-03T09:05:42.000+0100},
title = {Why minimally guided teaching techniques do not work: A reply to commentaries},
url = {https://www.tandfonline.com/doi/abs/10.1080/00461520701263426},
volume = 42,
year = 2007
}