The Effects of Discovery Learning On The Cognitive Load
Research has been conducted over years (Mayer, 2001; Paas, Renkl, & Sweller, 1999, 2004; Winn, 2003) to prove the unfavorable effects of Discovery Learning, specifically with beginning learners. "Cognitive load theory suggests that the free exploration of a highly complex environment may generate a heavy working memory load that is detrimental to learning" (Kirschner, Sweller, Clark, 2006). Beginning learners do not have the necessary skills to integrate the new information with information they have learned in the past. Sweller reported that a better alternative to Discovery Learning was Guided Instruction. Guided Instruction produced more immediate recall of facts than unguided approaches along with longer term transfer and problem-solving skills (Kirschner, Sweller, Clark, 2006).
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