Scaffolding and achievement in problem-based and inquiry learning¶
Hmelo-Silver, C. E., Duncan, & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107.
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Primes¶
- Inquiry-Based Learning
- (4) The deeper abstraction is that inquiry-based learning operationalizes the view that scientific and disciplinary knowledge is a product of inquiry practices, and that learners acquire both the knowledge and the capacity for continued learning most effectively by participating in those practices rather than by receiving their products — a view Dewey (1910) framed in How We Think as the constitutive identity of thinking and inquiry, and which Hmelo-Silver, Duncan, and Chinn (2007) defend at length against the cognitive-load critique by distinguishing minimally-guided from scaffolded inquiry.
This sourceDefends inquiry- and problem-based learning by distinguishing minimally-guided from richly-scaffolded inquiry, arguing that contemporary inquiry frameworks operationalize knowledge as a product of investigative practice.
- (4) The deeper abstraction is that inquiry-based learning operationalizes the view that scientific and disciplinary knowledge is a product of inquiry practices, and that learners acquire both the knowledge and the capacity for continued learning most effectively by participating in those practices rather than by receiving their products — a view Dewey (1910) framed in How We Think as the constitutive identity of thinking and inquiry, and which Hmelo-Silver, Duncan, and Chinn (2007) defend at length against the cognitive-load critique by distinguishing minimally-guided from scaffolded inquiry.
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