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ABSTRACT: Doug Holton, in a Learning Sciences and Educational 
Technology Group (LSET) post titled "All about constructivism," 
alerted readers to the fact that Alexander Riegler has placed radical 
constructivist Ernst von Glasersfeld's papers on the web at 
<http://www.univie.ac.at/constructivism/EvG/>. These might serve as 
an antidote to "Why Minimal Guidance During Instruction Does Not 
Work: An Analysis of the Failure of Constructivist, Discovery, 
Problem-Based, Experiential, and Inquiry-Based Teaching" by Kirschner 
et al. (2006). Holton references responses to Kirschner et al. (2006) 
by Hmelo-Silver et al. (2007), Schmidt et al. (2007), & Kuhn (2007)], 
but the most definitive rejoinder is "Language Ambiguities in 
Education Research" [Hake (2008)], mindlessly rejected by the 
"Journal of Learning Sciences."      
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Doug Holton (2009) in a Learning Sciences and Educational Technology 
Group (LSET) post of 17 July wrote [slightly edited]:

"In light of a recent publication "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. (2006)], that 
smacked constructivism down and has been WIDELY AND UNCRITICALLY BEEN 
ACCEPTED IN THE INSTRUCTIONAL TECHNOLOGY FIELD [My CAPS], it was nice 
to see that all the works of Ernst von  Glasersfeld (advocate of 
radical constructivism) have been put online  under a creative 
commons license at <http://www.univie.ac.at/constructivism/EvG/>, 
thanks to Alexander Riegler 
<http://www.univie.ac.at/constructivism/people/riegler/>. There were 
3 published responses [Hmelo-Silver et al. (2007), Schmidt et al. 
(2007), & Kuhn (2007)] to that paper and numerous other responses 
online, but they don't seem to be as well recognized by people citing 
the Kirshner paper. And Sweller et al. (2007) published a response to 
those commentaries. . . . . . ."

Modesty forbids mention of the most definitive rejoinder to Kirschner 
et al. (2006), viz., "Language Ambiguities in Education Research" 
[Hake (2008)], submitted to the "Journal of Learning Sciences," but 
mindlessly rejected.

Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands.
<[log in to unmask]>
<http://www.physics.indiana.edu/~hake/>
<http://www.physics.indiana.edu/~sdi/>
<http://HakesEdStuff.blogspot.com/>

"EDITOR: A person employed on a newspaper. . . [or journal]. . . , 
whose business it is to separate the wheat from the chaff, and to see 
to it that the chaff is printed.
      Elbert Hubbard
      <http://en.wikipedia.org/wiki/Elbert_Hubbard>


REFERENCES [Tiny URL's courtesy <http://tinyurl.com/create.php>.]
Hake, R.R. 2008. "Language Ambiguities in Education Research," 
submitted to theJournal of Learning Sciences on 21 August; online at 
<http://www.physics.indiana.edu/~hake/LangAmbigEdResC.pdf> (1.2 MB) 
and as ref.54 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 as a 96 kB pdf at <http://tinyurl.com/2zy783>.

Holton, D. 2009. "All about constructivism" Learning Sciences and 
Educational Technology Group (LSET)  post of  17 July 11:43 pm; 
online at  <http://tinyurl.com/mbmpqf>.

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 as a 176 kB pdf at <http://tinyurl.com/3xmp2m>.

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 as a 72 kB pdf at 
<http://tinyurl.com/2uxf6z>.

Sweller, J. , P.A. Kirschner, & R.E. Clark. 2007. "Why Minimally 
Guided Teaching Techniques Do Not Work: A Reply to Commentaries," 
Educational Psychologist 42(2): 115-121; online as a 76 kB pdf at 
<http://tinyurl.com/2v4led>.