Recent developments in instructional research and instructional design models support guidance during instruction¶

Claim · All claims
Evidence · 1 study · theoretical r? · q1
Currency · newest study 2006 · checked against its sources 2026-10-13 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? Recent developments in instructional research and instructional design models provide support for guidance during instruction. → Kirschner 2006

Evidence¶

Kirschner 2006¶

Kirschner, P; Sweller, John; Clark, Robert. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Journal Article. http://hdl.handle.net/1959.4/50516. doi:10.1207/s15326985ep4102_1

q1 · i? · theoretical · r?

The abstract states that "recent developments in instructional research and instructional design models that support guidance during instruction are briefly described." The available text does not include the descriptions themselves, so no specific model is named here.

"Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described."

Discussion¶

Related Claims¶

• Minimal guidance is less effective for novices than explicit instruction — a narrower finding that bears on this claim
• The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide internal guidance — a narrower finding that bears on this claim
• Limiting verbose Math Agent guidance sharply reduced answer giveaway but decreased cognitive engagement — related