Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching

P.A. Kirschner; J. Sweller; R.E. Clark

Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching

P.A. Kirschner
, J. Sweller
, R.E. Clark

Education

extern

Research output: Contribution to journal › Article › Academic › peer-review

Original language	Undefined/Unknown
Pages (from-to)	75-86
Number of pages	12
Journal	Educational Psychologist
Volume	46
Issue number	2
Publication status	Published - 2006

Cite this

@article{9d0a4164f8df492cbea8921e1c1d6f92,

title = "Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching",

author = "P.A. Kirschner and J. Sweller and R.E. Clark",

year = "2006",

language = "Undefined/Unknown",

volume = "46",

pages = "75--86",

journal = "Educational Psychologist",

issn = "1532-6985",

publisher = "Routledge",

number = "2",

}

TY - JOUR

T1 - Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching

AU - Kirschner, P.A.

AU - Sweller, J.

AU - Clark, R.E.

PY - 2006

Y1 - 2006

M3 - Article

SN - 1532-6985

VL - 46

SP - 75

EP - 86

JO - Educational Psychologist

JF - Educational Psychologist

IS - 2

ER -