Problem-Based Learning<i>is</i>Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006)

TLDR

Kirschner, Sweller, and Clark (2006) contend that minimal guidance during instruction fails, particularly for constructivist, discovery, problem‑based, experiential, and inquiry‑based approaches. This commentary argues that problem‑based learning is not equivalent to minimally guided instruction and can be flexibly guided to align with human cognitive architecture. The authors conclude that problem‑based learning is compatible with cognitive structures and can be effectively guided, contrary to Kirschner et al.’s conclusions.

Abstract

Kirschner, Sweller, and Clark (2006) Kirschner, P. A., Sweller, J. and Clark, R. E. 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: 75–86. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar] suggest that unguided or minimally guided instructional approaches are less effective and efficient for novices than guided instructional approaches because they ignore the structures that constitute human cognitive architecture. While we concur with the authors on this point, we do not agree to their equation of problem-based learning with minimally guided instruction. In this commentary, we argue that problem-based learning is an instructional approach that allows for flexible adaptation of guidance, and that, contrary to Kirschner et al. 's conclusions, its underlying principles are very well compatible with the manner in which our cognitive structures are organized.