Relatively guided instructional procedures are more effective than relatively unguided procedures for novice students¶

Claim · All claims
Evidence · 1 study · review r1 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A body of controlled-experiment research shows that relatively guided instructional procedures supported by cognitive load theorists are more effective, at least for novice students, than relatively unguided procedures used by advocates of discovery or inquiry learning. → Fred Paas 2010

Evidence¶

Fred Paas 2010¶

Fred Paas, Tamara van Gog, John Sweller. (2010). Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives. Educational Psychology Review, 22, 115-121. https://doi.org/10.1007/s10648-010-9133-8

q3 · i? · review · r1

The review cites Kirschner, Sweller and Clark (2006), reporting "a clear body of research using controlled experiments" comparing guided and unguided procedures. The comparison is attributed to that cited work, not tested in this article; no effect size is printed.

"P . A. Kirschner et al.( 2006) have shown that there exists a clear body of research using controlled experiments indicating that the relatively guided instructional procedures supported by cognitive load theorists are more effective (at least for novice students) than relatively unguided instructional procedures"

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• Minimal guidance is less effective for novices than explicit instruction — a narrower finding that bears on this claim
• Inquiry Based Teaching Improves Science Achievement — related
• Teacher Guided Inquiry Outperforms Student Led — a narrower finding that bears on this claim
• Unguided or minimally guided instructional approaches are popular and intuitively appealing but ignore human cognitive architecture and the empirical evidence — possibly the same claim (merge candidate)
• Minimally guided or unguided inquiry is less effective than explicit instruction, while adequately guided inquiry outperforms expository instruction (review attribution to Alfieri et al., 2011) — related
• Engelmann's Direct Instruction curricula improve academic outcomes across reading, mathematics, language and spelling — related
• Minimally guided instruction is less effective and less efficient than instruction that places a strong emphasis on guidance of the student learning process — possibly the same claim (merge candidate)
• Guided discovery outperformed both unguided discovery and direct instruction in classic studies — related
• Prior studies reviewed show exploratory learning outperformed proceduralized instruction for training performance and transfer — reports the opposite
• Guidance during inquiry learning produces a medium-to-large improvement in learners' use of inquiry skills during the inquiry — a narrower finding that bears on this claim