Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)

• Published in: Educational psychologist 2007-04, Vol.42 (2), p.99-107
• Main Authors: HMELO-SILVER, CINDY E., DUNCAN, RAVIT GOLAN, CHINN, CLARK A.
• Format: Article
• Language: English
• Subjects: Academic Achievement; Cognitive style; Discovery Learning; Educational Objectives; Educational psychology; Independent Study; Problem Based Learning; Problem Solving; Psychology of learning; Scaffolding (Teaching Technique); Soft Skills; Teaching Methods
• ISSN: 0046-1520; 1532-6985
• DOI: 10.1080/00461520701263368

Many innovative approaches to education such as problem-based learning (PBL) and inquiry learning (IL) situate learning in problem-solving or investigations of complex phenomena. Kirschner, Sweller, and Clark (2006) grouped these approaches together with unguided discovery learning. However, the problem with their line of argument is that IL and PBL approaches are highly scaffolded. In this article, we first demonstrate that Kirschner et al. have mistakenly conflated PBL and IL with discovery learning. We then present evidence demonstrating that PBL and IL are powerful and effective models of learning. Far from being contrary to many of the principles of guided learning that Kirschner et al. discussed, both PBL and IL employ scaffolding extensively thereby reducing the cognitive load and allowing students to learn in complex domains. Moreover, these approaches to learning address important goals of education that include content knowledge, epistemic practices, and soft skills such as collaboration and self-directed learning.