John Sweller , Lin Zhang , Greg Ashman , William Cobern , Paul A. Kirschner
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(2023), in which we: 1) challenge their view of and approach to scientific methods in establishing the efficacy of different instructional approaches; 2) indicate that an underpinning theory to explain the cognitive machinery that drives inquiry-based instructional approaches is missing from their argument; and 3) address the empirical issues arising in their argument. We also highlight potential agreement with De Jong et al. (2023) on the essential role of explicit instruction and thus raise a call to the field to revise current science educational policies and standards to reflect such a role. Our agreements and disagreements advance the debate to a new focus concerning when and how inquiry-based learning and explicit instruction should be used and combined. While De Jong et al. 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引用次数: 0
摘要
De Jong等人(2023)反对Zhang等人(2022)提出的证据,这些证据支持他们对当前与科学教学相关的政策文件中毫无保留地接受和促进研究性学习和问题解决的担忧。在他们的回应中,De Jong等人(2023)重申了他们对研究性方法的支持,认为需要强调研究性学习和明确教学的结合。本文反驳了De Jong等人(2023)的观点,其中我们:1)挑战他们对科学方法的看法和方法,以确定不同教学方法的有效性;2)表明在他们的论证中缺少解释驱动探究性教学方法的认知机制的基础理论;3)解决他们争论中出现的经验问题。我们还强调了与De Jong等人(2023)关于明确教学的重要作用的潜在共识,从而呼吁该领域修改当前的科学教育政策和标准,以反映这种作用。我们的共识和分歧将辩论推进到一个新的焦点,即探究性学习和显性教学应该何时以及如何使用和结合。虽然De Jong等人(2023)在他们没有理论的论文中没有回答明确的教学和探究性学习应该如何结合,但我们基于进化心理学和认知负荷理论的专业知识逆转效应提出了我们的建议。
Response to De Jong et al.’s (2023) paper “Let's talk evidence – The case for combining inquiry-based and direct instruction”
De Jong et al. (2023) objected to the evidence presented by Zhang et al. (2022) to support their concerns about the unreserved acceptance and promotion of inquiry-based learning and problem solving in current policy documents related to the teaching of science. In their response, De Jong et al. (2023) reiterated their advocacy for inquiry approaches, arguing that an emphasis on a mixture of inquiry learning and explicit instruction is needed. The present article rebuts De Jong et al. (2023), in which we: 1) challenge their view of and approach to scientific methods in establishing the efficacy of different instructional approaches; 2) indicate that an underpinning theory to explain the cognitive machinery that drives inquiry-based instructional approaches is missing from their argument; and 3) address the empirical issues arising in their argument. We also highlight potential agreement with De Jong et al. (2023) on the essential role of explicit instruction and thus raise a call to the field to revise current science educational policies and standards to reflect such a role. Our agreements and disagreements advance the debate to a new focus concerning when and how inquiry-based learning and explicit instruction should be used and combined. While De Jong et al. (2023), in their theory-free paper, provided no answer to how explicit instruction and inquiry learning should be combined, we offer our suggestions based on evolutionary psychology and the expertise reversal effect from cognitive load theory.
期刊介绍:
Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.