phenomenon · claim-type · cross-domain-transfer · mechanism · claim-relation · replication-status · limitation — grounded in the full text| phenomenon | constructivist instruction versus cognitive load in mathematics teaching— “Two major learning theories have dominated recent literature on optimizing knowledge acquisition: constructivism and cognitive load theory.” | |
| claim-type | critique— “I have presented the arguments and evidence from several researches that against the claim of Kirschner et al. (2006) about categorizing constructivist approaches into minimally guidance instruction.” | |
| method — evidence | — “The current study describes the elements of constructivism theory and their cognitive basis and show how they can be aligned with the structures that constitute human cognitive architecture.” | |
| mechanism | Scaffolding lowers cognitive load by structuring the task so learners attend only to the parts relevant to the learning goals, which is why constructivist teaching does not overload working memory— “These researchers argue that in constructivist approaches such as problem-based learning and inquiry learning, the teachers can provide scaffolding that decrease cognitive load by structuring a task that guide the learners to focus on aspects of the task that are relevant to the learning goals.” | mechanisms[0] |
| contradicts | Kirschner, Sweller and Clark (2006)— “In contrast to Kirschner et al’s point of view, I assert that the elements of constructivist approaches allow for flexible adaptation of guidance, making these instructional approaches more compatible with the manner in which our cognitive structures are organized.” | claim_relations[0] |
| builds-on | Hmelo-Silver, Duncan and Chinn (2007)— “In agreement with to Hmelo- Silver et al (2007), I argue that some of these approaches, in particular constructivist, cannot be equated with minimally guided instruction.” | claim_relations[1] |
| sense | constructivism vs minimally guided instruction - THE IDENTIFICATION THE WHOLE DISPUTE TURNS ON: one side treats constructivist teaching as an instance of minimally guided instruction and attacks it on that basis, and this author denies the equation, so both sides can be right about different classes of teaching— “I argue that some of these approaches, in particular constructivist, cannot be equated with minimally guided instruction” | senses[0] |
| sense | working memory and long-term memory - TWO DEFINITIONS, BOTH ATTRIBUTED: the first is the memory used for all conscious activities and the only one that can be monitored, the second a large and relatively permanent store, and both are given on the authority of named authors rather than argued for here— “Short-term or working memory is defined as the memory that is used for all conscious activities such as reading the text and it is the only memory that we can monitor (Sweller, 2004; Kirschner, 2002). The problem, especially in relating to instructional design, is that the capacity of working memory in saving information is limited. Miller… | senses[1] |
| sense | scaffolding - DEFINED BY CITATION: the process by which a teacher or more knowledgeable peer alters the learning task so the learner can accomplish what would otherwise be out of reach, attributed to a specific author and year rather than stipulated— “The term scaffolding is defined by Reiser (2004) as the process by which the teacher or more knowledgeable peer assist a learner, altering the learning task so the learner can solve problems or accomplish tasks that would otherwise be out of reach” | senses[2] |
| edge | constructivism —distinct-from→ minimally guided instruction— “Constructivist Approaches are not Minimally Guided Instructions Constructivism has been a leading if not the dominant theory or philosophy of learning, since it has been applied in almost all subjects (Noddings, 1999).” | concept_edges[0] |
| for which use | limitation — the claim that constructivist teaching is or is not effective: the author argues these approaches cannot be equated with minimally guided instruction, so the two sides of the dispute are not necessarily discussing the same class of teaching— “I argue that some of these approaches, in particular constructivist, cannot be equated with minimally guided… | limitations[1] |
| for which use | limitation — a comparison of direct instruction against constructivist approaches: the opposing finding concerns robust acquisition and maintenance of knowledge over time, which is not the outcome the efficacy claim was made about | limitations[2] |
| for which use | limitation — any prediction drawn from cognitive load theory here: it is based on the assumption that human cognitive architecture can process only a limited amount of information in working memory in a given time Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | limitations[3] |
| for which use | limitation — the support offered here for constructivist approaches: the author discusses guidance and evidence drawn from published studies to argue these approaches cannot be categorised as minimally guided instruction, rather than reporting a new study Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | limitations[4] |
| replication | untested | |
| limitation | The author characterises the review of constructivist research as limited in scope. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | limitations[0] |
| limitation | The empirical dispute rests on a prior question of naming: whether one label covers the other. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | limitations[1] |
| limitation | The contradicting result is about a different outcome from the one the original claim measured. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | limitations[2] |
| limitation | The theory on the other side of the argument rests on a stated assumption about cognitive architecture. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | limitations[3] |
| limitation | The paper argues from other people's studies rather than from evidence gathered for it. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | limitations[4] |
finding · quantity · variable · definition · key-term — grounded in the full text| finding | The paper argues that constructivist approaches allow flexible adaptation of guidance and so fit how cognitive structures are organised. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[0] |
| finding | Its concluding claim is that scaffolding is what makes constructivist approaches compatible with human cognitive architecture, because scaffolding reduces working memory load. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[1] |
| finding | Constructivist approaches such as problem-based and inquiry learning supply learners with scaffolding covering both how to do the task and why it should be done that way, so learners are not left to construct everything alone. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[2] |
| finding | Reviewing the evidence, the paper concludes the claim that constructivist approaches do not work is not well supported and that evidence points the other way. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[3] |
| finding | Constructivism is a general theory of learning, while Realistic Mathematics Education is a theory of learning and instruction specific to mathematics. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[4] |
| finding | The paper does not claim that constructivist approaches are better than other instructional guidance such as direct instruction. Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.findings[5] |
| quantity | five to nine items — Working memory capacity for not-previously-learned information, the limit the paper reasons from (attributed to Miller, 1994) Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.quantities[0] |
| definition | minimally guided instruction Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[0] |
| definition | scaffolding Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[1] |
| definition | working memory Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[2] |
| definition | long-term memory Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[3] |
| definition | cognitive load theory Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[4] |
| definition | intrinsic cognitive load Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[5] |
| definition | extraneous cognitive load Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[6] |
| definition | germane cognitive load Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[7] |
| definition | constructivist theory Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | content_tags.definitions[8] |
| concept | constructivism Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[0] |
| concept | minimally guided instruction Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[1] |
| concept | cognitive load theory Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[2] |
| concept | scaffolding Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[3] |
| concept | working memory Quotation withheld — this paper is not ours to reproduce, and the page has already quoted as much of it as the rights layer allows. The tag, its field and its confidence stand; the sentence is at the publisher. | concepts[4] |
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