Friday, March 23, 2012

Responses to Kirschner, Sweller, Clark (2006) and the Response to Those Responses

Some blog followers might be interested in “Responses to Kirschner, Sweller, Clark (2006) and the Response to Those Responses” [Hake (2012). The abstract reads:

ABSTRACT: The recent article “Putting Students on the Path to Learning: The Case for Fully Guided Instruction” [Clark, Kirschner, & Sweller (2012)] at stimulated my post “Yet More From the Clark/Kirschner/Sweller Team” at that:

1. Pointed to my response “Language Ambiguities in Education Research” at 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, and Clark (KSC )(2006) at];

2. Initiated a thread on the March archives of PhysLrnR at which had grown to 14 posts on 23 March 2012, one of which was by:

3. Noah Podolefsky who called attention to the response of Hmelo-Silver, Duncan, & Chinn (2007) at to KSC (2006), and included Hmelo-Silver et al.'s complete abstract. Following Podolefsky I call attention (with complete abstracts) to the response of:

a. Schmidt, Loyens, van Gog, & Paas (2007) at to (KSC) (2006);

b. Kuhn (2007) at to KSC (2006);

c. Sweller, Kirschner, Clark (2007) at to Silver, Duncan, & Chinn (2007); Schmidt, Loyens, van Gog, & Paas (2007); and Kuhn (2007).

As a counter to Sweller et al.’s (2007) emphasis on the importance of Randomized Control Trials (RCT’s) in education research, see e.g., “Re: Should Randomized Control Trials Be the Gold Standard of Educational Research?” [Hake (2005a,b) at and

To access the complete 17 kB post please click on

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References
which Recognize the Invention of the Internet (PEDARRII)
Links to Articles:
Links to SDI Labs:

“There is substantial evidence that scientific teaching in the sciences, i.e., teaching that employs instructional strategies that encourage undergraduates to become actively engaged in their own learning, can produce levels of understanding, retention and transfer of knowledge that are greater than those resulting from traditional lecture/lab classes. But widespread acceptance by university faculty of new pedagogies and curricular materials still lies in the future.”
Robert DeHaan (2005)

REFERENCES [URL’s shortened by and accessed on 23 March 2012.]
DeHaan, R.L. 2005. “The Impending Revolution in Undergraduate Science Education,” Journal of Science Education and Technology 14(2): 253-269; an abstract is online at The complete article was formerly online as a 152 kB pdf at but on 23 March 2012 that site had been temporarily disabled.

Hake, R.R. 2012. “Responses to Kirschner, Sweller, Clark (2006) and the Response to Those Responses” on the OPEN! AERA-L archives at Post of 23 Mar 2012 12:59:25 0700 to AERA-L and Net-Gold. The abstract and link to the complete post are also being transmitted to several discussion lists.

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