The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
The Empirical Support for Direct Instruction
Abstract
In the article that stimulated the debate at the 2007 meeting of the American Educational Research Association which, in turn, led to this volume, Kirschner, Sweller, and Clark (2006) concluded that direct instructional guidance was superior in effects to “minimal guidance during instruction.” But Kirschner et al. (2006) only gave a few examples of direct instructional guidance. They noted the value of modeling, of teaching self-checking procedures, of including many examples, of using worked examples, and of using process worksheets. However, in addition to these examples, there is a large research-based literature on the instructional procedures that comprise direct instruction and direct instructional guidance and I believe that these procedures fit the cognitive theory on information processing described by Kirschner et al. (2006). These instructional procedures come from two areas of research: the process-product studies of classroom instruction (Medley & Mitzel, 1963; Brophy & Good, 1986; Rosenshine & Stevens, 1986) and the research on teaching cognitive strategies (Rosenshine & Meister, 1992).
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“Rosenshine (2009) affirme également que l'enseignement explicite est efficace pour l'apprentissage de tâches complexes, d'un niveau d'abstraction supérieur telles que la compréhension en lecture, l'écriture et la résolution de problèmes mathématiques et scientifiques.”
From Enseignement explicite et développement decompétences : antinomie ou nécessité? (2020) · cites this paper as Rosenshine, 2009
Citations
Cites
Implications of Cognitive Theory for Instruction in Problem Solving
Frederiksen, N. (1984) · Review of Educational Research · doi:10.3102/00346543054003363 · Cited by 387
Cited by
Does discovery-based instruction enhance learning?
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011) · Journal of Educational Psychology · doi:10.1037/a0021017 · Cited by 1,338
“Enhanceddiscovery methods include a number of techniques from feedback to scaffolding (Rosenshine, 2009), and many studies have been conducted that employ different forms and degrees of guidance during learning tasks.”
BackgroundInfluentialJournal of Counselor Preparation and Supervision
Renfro-Michel, E., & Burlew, L. D. (2026) · Journal of Counselor Preparation and Supervision · doi:10.7729/00.5277 · Cited by 199
Variation Theory and the Improvement of Teaching and Learning
Fung-Lo, M. L. 馮. (2012) · Cited by 139
Franse, R. K., van Schijndel, T. J. P., & Raijmakers, M. E. J. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01047 · Cited by 112
Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High?
Ashman, G., Kalyuga, S., & Sweller, J. (2020) · Educational Psychology Review · doi:10.1007/s10648-019-09500-5 · Cited by 103
Metadata
- Authors
- Rosenshine, B.
- Corresponding author
- Barak Rosenshine
- Venue
- Constructivist Instruction
- Publisher
- Routledge
- Published
- 2009-05-28
- Pages
- 213-232
- OpenAlex
- W2892378180
- Cited by
- 57
- References
- 1
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 4 · 2023: 9 · 2022: 6 · 2021: 1 · 2020: 4 · 2019: 3 · 2018: 4 · 2017: 4 · 2016: 3 · 2015: 3 · 2014: 2 · 2013: 3 · 2012: 2
- FWCI
- 7.45
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- 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 methodologies and cognitive development
- Keywords
- direct instruction, worked examples, modeling, cognitive strategy instruction, information processing theory, instructional procedures
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
