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ABSTRACT: Doug Holton, in a Learning Sciences and Educational
Technology Group (LSET) post titled "All about constructivism,"
alerted readers to the fact that Alexander Riegler has placed radical
constructivist Ernst von Glasersfeld's papers on the web at
<http://www.univie.ac.at/constructivism/EvG/>. These might serve as
an antidote to "Why Minimal Guidance During Instruction Does Not
Work: An Analysis of the Failure of Constructivist, Discovery,
Problem-Based, Experiential, and Inquiry-Based Teaching" by Kirschner
et al. (2006). Holton references responses to Kirschner et al. (2006)
by Hmelo-Silver et al. (2007), Schmidt et al. (2007), & Kuhn (2007)],
but the most definitive rejoinder is "Language Ambiguities in
Education Research" [Hake (2008)], mindlessly rejected by the
"Journal of Learning Sciences."
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Doug Holton (2009) in a Learning Sciences and Educational Technology
Group (LSET) post of 17 July wrote [slightly edited]:
"In light of a recent publication "Why Minimal Guidance During
Instruction Does Not Work: An Analysis of the Failure of
Constructivist, Discovery, Problem-Based, Experiential, and
Inquiry-Based Teaching" [Kirschner, Sweller, Clark. (2006)], that
smacked constructivism down and has been WIDELY AND UNCRITICALLY BEEN
ACCEPTED IN THE INSTRUCTIONAL TECHNOLOGY FIELD [My CAPS], it was nice
to see that all the works of Ernst von Glasersfeld (advocate of
radical constructivism) have been put online under a creative
commons license at <http://www.univie.ac.at/constructivism/EvG/>,
thanks to Alexander Riegler
<http://www.univie.ac.at/constructivism/people/riegler/>. There were
3 published responses [Hmelo-Silver et al. (2007), Schmidt et al.
(2007), & Kuhn (2007)] to that paper and numerous other responses
online, but they don't seem to be as well recognized by people citing
the Kirshner paper. And Sweller et al. (2007) published a response to
those commentaries. . . . . . ."
Modesty forbids mention of the most definitive rejoinder to Kirschner
et al. (2006), viz., "Language Ambiguities in Education Research"
[Hake (2008)], submitted to the "Journal of Learning Sciences," but
mindlessly rejected.
Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands.
<[email protected]>
<http://www.physics.indiana.edu/~hake/>
<http://www.physics.indiana.edu/~sdi/>
<http://HakesEdStuff.blogspot.com/>
"EDITOR: A person employed on a newspaper. . . [or journal]. . . ,
whose business it is to separate the wheat from the chaff, and to see
to it that the chaff is printed.
Elbert Hubbard
<http://en.wikipedia.org/wiki/Elbert_Hubbard>
REFERENCES [Tiny URL's courtesy <http://tinyurl.com/create.php>.]
Hake, R.R. 2008. "Language Ambiguities in Education Research,"
submitted to theJournal of Learning Sciences on 21 August; online at
<http://www.physics.indiana.edu/~hake/LangAmbigEdResC.pdf> (1.2 MB)
and as ref.54 at <http://www.physics.indiana.edu/~hake>.
Hmelo-Silver, C.E., R.G. Duncan, and C.A. Chinn. 2007. "Scaffolding
and Achievement in Problem-Based and Inquiry Learning: A Response to
Kirschner, Sweller, and Clark (2006)," Educational Psychologist
42(2): 99-107; online as a 96 kB pdf at <http://tinyurl.com/2zy783>.
Holton, D. 2009. "All about constructivism" Learning Sciences and
Educational Technology Group (LSET) post of 17 July 11:43 pm;
online at <http://tinyurl.com/mbmpqf>.
Kirschner, P.A. , J. Sweller, & R.E. Clark. 2006. "Why Minimal
Guidance During Instruction Does Not Work: An Analysis of the Failure
of Constructivist, Discovery, Problem-Based, Experiential, and
Inquiry-Based Teaching." Educational Psychologist 41(2): 75-86;
online as a 176 kB pdf at <http://tinyurl.com/3xmp2m>.
Kuhn. D. 2007. "Is Direct Instruction an Answer to the Right
Question?" Educational Psychologist 42(2): 109-113; online at
<http://www.usc.edu/dept/education/cogtech/publications/kuhn_ep_07.pdf>
(56 kB).
Schmidt, H.G., S.M.M. Loyens, T. van Gog, & F. Paas. 2007.
"Problem-Based Learning is Compatible with Human Cognitive
Architecture: Commentary on Kirschner, Sweller, and Clark (2006),"
Educational Psychologist 42(2): 91-97; online as a 72 kB pdf at
<http://tinyurl.com/2uxf6z>.
Sweller, J. , P.A. Kirschner, & R.E. Clark. 2007. "Why Minimally
Guided Teaching Techniques Do Not Work: A Reply to Commentaries,"
Educational Psychologist 42(2): 115-121; online as a 76 kB pdf at
<http://tinyurl.com/2v4led>.
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