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

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Developing elementary science skills: Instructional effectiveness and path independence (2008, background): “The controversy about the defining properties of instructional procedures such as “hands-on science”, “direct instruction”, “discovery learning”, and “inquiry based science instruction” (EDC, 2006; Hmelo-Silver et al., 2007; Kirschner et al., 2006; Klahr, Triona, & Williams, 2007; Kuhn, 2007; Ruby, ”
The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England (2019, background): “except for in cases where the inquiry is highly guided (Hmelo-Silver et al., 2007; Lazonder & Harmsen, 2016).”
Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems (2019, background): “For instance, expert guidance can be embedded as ‘just-in-time’ mini-lectures; tasks can be sequenced to reduce cognitive load; and tools can be designed to model or make salient disciplinary strategies (Hmelo-silver et al., 2007).”
Productive Failure (2006, positive): “More broadly, these findings can also be seen to be consistent with some forms of Problem-Based learning (PBL) environments in which students are given just-in-time instruction after they have engaged in problem-solving first (Capon & Kuhn, 2004; Hmelo-Silver et al., 2007).”