Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries
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In this reply to commentaries on the Kirschner, Sweller, and Clark (2006) Clark, R. C., Nguyen, F. and Sweller, J. 2006. Efficiency in learning: Evidence-based guidelines to manage cognitive load, San Francisco: Pfeiffer. [Google Scholar] 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.
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Le développement des connaissances secondaires nécessite plutôt un enseignement direct et explicite, notamment en raison des limites de la mémoire de travail et du phénomène de surcharge cognitive.
“Le développement des connaissances secondaires nécessite plutôt un enseignement direct et explicite (Sweller et al., 2007), et ce, notamment en raison des limites de la mémoire de travail et du phénomène de surcharge cognitive”
From Enseignement explicite et développement decompétences : antinomie ou nécessité? (2020) · cites this paper as Sweller et al., 2007
Domain-specific, biologically secondary skills need to be explicitly taught and actively learned.
“These domain-specific, biologically secondary skills need to be explicitly taught (Kirschner et al. 2006; Sweller et al. 2007) and actively learned.”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Sweller et al. 2007
Pour Sweller, Kirschner et Clark (2007), la psychologie de l'éducation est dominée depuis des décennies par la conviction selon laquelle un enseignement structuré et systématique donnerait des résultats inférieurs aux différentes formes d'apprentissage par la découverte.
“Pour Sweller, Kirschner et Clark (2007), la psychologie de l'éducation est dominée depuis des décennies par la conviction selon laquelle un enseignement structuré et systématique donnerait des résultats inférieurs aux différentes formes d'apprentissage par la découverte.”
From Enseignement explicite et développement decompétences : antinomie ou nécessité? (2020) · cites this paper as Sweller, Kirschner et Clark (2007)
La plupart des apprentissages réalisés en dehors de l'école se réalisent naturellement, au gré des hasards, par la découverte.
“cette idée est à la fois attirante et plausible au regard du fait que la plupart des apprentissages réalisés en dehors de l'école se réalisent naturellement, au gré des hasards, par la découverte.”
From Enseignement explicite et développement decompétences : antinomie ou nécessité? (2020) · cites this paper as Sweller, Kirschner et Clark (2007)
Sweller et al. (2007) précisent qu'on ne peut pas présumer que les situations de découvertes non guidées, qui fonctionnent pour les apprentissages primaires, vont fonctionner également pour les apprentissages secondaires.
“Par contre, ces auteurs précisent qu'on ne peut pas présumer que les situations de découvertes non guidées, qui fonctionnent pour les apprentissages primaires, vont fonctionner également pour les apprentissages secondaires.”
From Enseignement explicite et développement decompétences : antinomie ou nécessité? (2020) · cites this paper as Sweller et al. (2007)
Sweller et al. (2007) affirment qu'il n'existe aucune raison théorique ni preuve empirique pour supporter la notion selon laquelle les procédures d'enseignement constructivistes basées sur la manière dont les humains acquièrent des connaissances primaires seront efficaces pour acquérir des connaissances secondaires.
“il n'existe aucune raison théorique, ni aucune preuve empirique pour supporter la notion selon laquelle les procédures d'enseignement constructivistes basées sur la manière selon laquelle les humains acquièrent des connaissances primaires seront efficaces pour acquérir des connaissances secondaires”
From Enseignement explicite et développement decompétences : antinomie ou nécessité? (2020) · cites this paper as Sweller et al. (2007)
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“A case study of that need is provided by the responses to Kirschner, Sweller, and Clark (2006).”
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“Hmelo-Silver et al. (2007) claim that this result provides evidence for an IL approach (see p. 103).”
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- Authors
- SWELLER, J., KIRSCHNER, P. A., & CLARK, R. E.
- Affiliations
- UNSW Sydney (AU)
- Utrecht University (NL)
- University of Southern California (US)
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2007-04-26
- Volume
- 42
- Issue
- 2
- Pages
- 115-121
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2067983851
- Cited by
- 434
- References
- 26
- Citations by year
- 2026: 13 · 2025: 23 · 2024: 19 · 2023: 25 · 2022: 39 · 2021: 23 · 2020: 37 · 2019: 60 · 2018: 16 · 2017: 33 · 2016: 21 · 2015: 22 · 2014: 23 · 2013: 17 · 2012: 11
- Type
- journal article
- Language
- en
- Open access
- green
- handle.unsw.edu.au
- Licence
- cc-by-nc-nd
- Locations
- Educational Psychologist (publishedVersion)
- UNSWorks (UNSW Sydney) (submittedVersion, cc-by-nc-nd)
- UNSWorks (University of New South Wales, Sydney, Australia) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- cognitive load, instructional design, randomized controlled trials, variable control, human cognitive architecture, data presentation, educational psychology
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