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ABSTRACT: I give online URL's for (a) three responses by 
psychologists to "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 (KSC)  (2006)], (b) the counter by KSC to those 
responses, and (c) my own critique of KSC (2006). Both "a" and "b" 
appear in the Educational Psychologist 42(2), (2007). 
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There has been considerable discussion-list attention to the 
provocatively titled article "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 (KSC) (2006)].

Therefore some subscribers may be interested in the online responses 
to KSC (2006) by psychologists: Hmelo-Silver et al.  (2007), Kuhn 
(2007), & Schmidt et al. (2007); and  KSC's online counter to those 
responses: Sweller, et al.  (2007); all in the Educational 
Psychologist 42(2), 2007 at <http://www.leaonline.com/toc/ep/42/2>.

The abstract of Sweller, et al.  (2007) is:

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In this reply to commentaries on the Kirschner, Sweller, and Clark 
(2006) paper, we not only reemphasize the importance of randomized, 
controlled experimental tests of competing instructional procedures, 
but also indicate that altering one variable at a time is an 
essential feature of a properly controlled experiment. Furthermore, 
we also emphasize that variable must be relevant to the issue at hand 
with its effects explainable by our knowledge of human cognitive 
architecture. We reject the view that the presentation of relevant 
information should be reduced in favor of teaching learners how to 
find information. Lastly, we indicate that we believe a new 
educational psychology has been developed that has the potential to 
rapidly change our field.
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I shall modestly forbear mentioning my own online critique of KSC 
(2006): "Cognitive Science and Physics Education Research: What We've 
Got Here Is Failure to Communicate" [Hake (2007)]. 

Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
<[log in to unmask]>
<http://www.physics.indiana.edu/~hake>
<http://www.physics.indiana.edu/~sdi>


REFERENCES
Hake, R.R. 2007. "Cognitive Science and Physics Education Research: 
What We've Got Here Is Failure to Communicate," submitted to the 
"Journal of Learning Sciences" on 10 October 2007; online at 
<http://www.physics.indiana.edu/~hake/CS&PER-JLS7.pdf> (588 KB) and
as ref. 51 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 at
<http://www.usc.edu/dept/education/cogtech/publications/hmelo_ep07.pdf> 
(96 kB).

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 at
<http://www.cogtech.usc.edu/publications/kirschner_Sweller_Clark.pdf> (176 kB).

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 at
<http://www.usc.edu/dept/education/cogtech/publications/schmidt_etal_ep07.pdf> 
(72kB).

Sweller, J. , P.A. Kirschner, & R.E. Clark. 2007. "Why Minimally 
Guided Teaching Techniques Do Not Work: A Reply to Commentaries" 
42(2): 115-121; online
<http://www.usc.edu/dept/education/cogtech/publications/sweller_kirschner_clark_reply_ep07.pdf> 
(76 kB).