ERIC Number: EJ971752
Record Type: Journal
Publication Date: 2012
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0148-432X
EISSN: N/A
Putting Students on the Path to Learning: The Case for Fully Guided Instruction
Clark, Richard E.; Kirschner, Paul A.; Sweller, John
American Educator, v36 n1 p6-11 Spr 2012
Disputes about the impact of instructional guidance during teaching have been ongoing for more than a half century. On one side of this argument are those who believe that all people--novices and experts alike--learn best when provided with instruction that contains unguided or partly guided segments. On the other side are those who believe that ideal learning environments for experts and novices differ: while experts often thrive without much guidance, nearly everyone else thrives when provided with full, explicit instructional guidance. The goal of this research is to put an end to this debate. Discovery learning, problem-based learning, inquiry learning, constructivist learning--whatever the label, teaching that only partially guides students, and expects them to discover information on their own, is not effective or efficient. Decades of research clearly demonstrate that when teaching new information or skills, step-by-step instruction with full explanations works best. (Contains 37 endnotes.)
Descriptors: Constructivism (Learning), Problem Based Learning, Discovery Learning, Guidance, Teaching Methods, Inquiry, Instructional Effectiveness, Evidence, Best Practices, Educational Strategies, Learning Strategies, Scaffolding (Teaching Technique), Intermode Differences, Neuropsychology
American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A