Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006)

By Henk G. Schmidt, Sofie M. M. Loyens, Tamara van Gog, Fred Paas. 2007

408 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d64a41414954027d918765ab0c38a0d31fbba3ac

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. John Sweller
2. Fred Paas
3. Tamara van Gog
4. Paul A. Kirschner
5. Richard E. Mayer
6. Paul Ayres
7. J. V. van Merriënboer
8. Patricia A. Alexander

In Education

1. John Sweller
2. Paul A. Kirschner
3. Fred Paas
4. Tamara van Gog
5. Paul Ayres
6. Richard E. Mayer
7. Deanna Kuhn
8. Kelsey Hood Cattaneo

In Experimental and Cognitive Psychology

1. Fred Paas
2. John Sweller
3. Tamara van Gog
4. Paul Ayres
5. Paul A. Kirschner
6. J. V. van Merriënboer
7. Richard E. Mayer
8. Patricia A. Alexander

Citations in the corpus

• Telling Active Learning Pedagogies Apart: from theory to practice (2017, positive): “…shows when implemented with fidelity, active learning peda-gogies are equally and sometimes more effective than traditional teaching methods (Albanese & Mitchell, 1993; Denton, Adams, Blatt & Lorish, 2000; Hmelo-Silver et al., 2007; Schmidt et al., 2007; Torp & Sage, 2000; Vernon and Blake, 1993).”
• Handbook of Research on Learning and Instruction (2011, background): “Table 8.1 Features and Cues for Throwing (adopted from Knudson & Morrison, 1996)”
• A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (2016, background): “Schmidt et al. (2007) added that constructivist learning approaches are not minimally guided; rather, they provide extensive scaffolding and guidance to facilitate student learning.”
• Worked example effects in individual and group work settings (2010, background): “Furthermore, Schmidt, Loyens, Van Gog, and Paas ( 2007 ) recommended training of collaborative skills in two steps.”
• Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning (2008, background): “Tutorial meetings are held twice a week and last 2 or 3 h each (Schmidt et al. 2007).”
• Simulation-Based Learning in Higher Education: A Meta-Analysis (2020, background): “Nonetheless, it seems rather obvious that learners with less theoretical prior knowledge may need more instructional guidance than more advanced learners in order to still possess enough cognitive resources for learning (e.g., Schmidt et al., 2007).”