Editing Instructional scaffolding (section)

==== Minimal guidance in education: criticisms and controversies ====
One strand of criticism of the minimal guidance approach originating in [[Cognitive load|cognitive load theory]] is that it does not align with human cognitive architecture making it an inefficient approach to learning for beginner learners in particular.<ref name=":2" /><ref>{{Cite journal |last=Mayer |first=Richard E. |date=January 2004 |title=Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction |url=https://pubmed.ncbi.nlm.nih.gov/14736316/ |journal=[[The American Psychologist]] |volume=59 |issue=1 |pages=14–19 |doi=10.1037/0003-066X.59.1.14 |issn=0003-066X |pmid=14736316|citeseerx=10.1.1.372.2476 |s2cid=1129364 }}</ref> In this strand of criticism, minimal guidance approaches are contrasted with fully guided approaches to instruction which better match inherent human cognitive architecture.<ref>{{Cite journal |last1=Clark |first1=Richard E. |last2=Kirschner |first2=Paul A. |last3=Sweller |first3=John |date=Spring 2012 |title=The Case for Fully Guided Instruction |url=https://www.aft.org/sites/default/files/Clark.pdf |journal=[[American Educator]] |publisher=[[American Federation of Teachers]] |volume=36 |issue=1 |access-date=2022-11-13}}</ref><ref name=":6">{{Cite journal |last1=Sweller |first1=J. |last2=Kirschner |first2=P. A. |last3=Clark |first3=R. E. |date=2007-04-26 |title=Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries |url=https://doi.org/10.1080/00461520701263426 |journal=Educational Psychologist |volume=42 |issue=2 |pages=115–121 |doi=10.1080/00461520701263426 |issn=0046-1520 |s2cid=18152560|citeseerx=10.1.1.561.4084 }}</ref> While accepting this general line of argument, counter-arguments for individual approaches such as problem-based learning have highlighted how these are not minimal guidance approaches, and are consistent with human cognitive architecture.<ref>{{Cite journal |last1=Schmidt |first1=Henk G. |last2=Loyens |first2=Sofie M. M. |last3=Van Gog |first3=Tamara |last4=Paas |first4=Fred |date=2007-04-26 |title=Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006) |url=http://www.tandfonline.com/doi/abs/10.1080/00461520701263350 |journal=Educational Psychologist |volume=42 |issue=2 |pages=91–97 |doi=10.1080/00461520701263350 |issn=0046-1520 |s2cid=11864555|url-access=subscription }}</ref> Other strands of criticism suggest that there is little empirical evidence for the effectiveness of learner-centered approaches when compared to more teacher-led approaches, and this is despite extensive encouragement and support from national and international education agencies including [[UNESCO]], [[UNICEF]], and the [[World Bank]].<ref>{{Cite journal |last1=Bremner |first1=Nicholas |last2=Sakata |first2=Nozomi |last3=Cameron |first3=Leanne |date=2022-10-01 |title=The outcomes of learner-centred pedagogy: A systematic review |journal=International Journal of Educational Development |volume=94 |pages=102649 |doi=10.1016/j.ijedudev.2022.102649 |issn=0738-0593 |s2cid=251078591 |doi-access=free |hdl-access=free |hdl=10871/130378}}</ref><ref>{{Cite journal |last1=Sakata |first1=Nozomi |last2=Bremner |first2=Nicholas |last3=Cameron |first3=Leanne |date=December 2022 |title=A systematic review of the implementation of learner-centred pedagogy in low- and middle-income countries |url=https://onlinelibrary.wiley.com/doi/10.1002/rev3.3365 |journal=[[Review of Education]] |volume=10 |issue=3 |doi=10.1002/rev3.3365 |issn=2049-6613 |s2cid=252265258|url-access=subscription |hdl=10871/130832 |hdl-access=free }}</ref><ref>{{Cite web |last1=Sakata |first1=Nozomi |last2=Bremner |first2=Nicholas |last3=Cameron |first3=Leanne |date=2022-11-04 |title=Is learner-centred pedagogy the answer in low- and middle-income countries? |url=https://www.bera.ac.uk/blog/is-learner-centred-pedagogy-the-answer-in-low-and-middle-income-countries |access-date=2022-11-19 |website=[[British Educational Research Association]]}}</ref> Further more specific criticisms include the following: minimal guidance is inefficient compared to explicit instruction due to a lack of [[Worked-example effect|worked examples]], minimal guidance leads to reduced opportunities for student practice, and minimal guidance happens inevitably in [[project-based learning]] as a result of the teacher having to manage too many student projects at one time.<ref>{{Cite web |last=Groshell |first=Zach |date=2022-11-07 |title=PBL or Direct/Explicit Instruction: What Works? |url=https://educationrickshaw.com/2022/11/07/pbl-or-direct-explicit-instruction-what-works/ |access-date=2022-11-16 |website=Education Rickshaw}}</ref>