We recently published a paper in this journal (de Jong et al., 2023) that presented an overview of the literature on learning in science domains through direct instruction and guided inquiry-based learning. This paper was, in part, a response to Zhang et al. (2022) who argued that the evidence firmly supported the superiority of direct instruction over inquiry learning. Sweller et al. (2024) recently replied by repeating this claim and also argued that we had ignored evidence against our position, questioned our analysis of the evidence, and claimed that direct instruction (unlike inquiry learning) is grounded in a strong theory. In this rebuttal we start by reemphasizing the conclusion from our previous paper: adequate instruction always involves different strategies, which should be thoughtfully selected based on contextual factors. Next, we demonstrate that inquiry-based learning is firmly rooted in both cognitive and socio-cultural theories of learning and conclude from recent literature that Sweller et al.‘s belief that direct instruction is overall more effective than inquiry learning is not supported by the data from empirical studies.

中文翻译：

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超越询问或直接指导：设计有影响力的科学学习机会的紧迫问题


我们最近在本杂志上发表了一篇论文（de Jong et al., 2023），概述了通过直接指导和引导式探究式学习在科学领域进行学习的文献。本文部分是对Zhang 等人的回应。 （2022）他认为证据坚定地支持直接教学相对于探究学习的优越性。斯韦勒等人。 （2024）最近重复了这一主张，并辩称我们忽略了反对我们立场的证据，质疑我们对证据的分析，并声称直接教学（与探究学习不同）是以强有力的理论为基础的。在这个反驳中，我们首先再次强调我们之前论文的结论：充分的指导总是涉及不同的策略，应该根据情境因素深思熟虑地选择这些策略。接下来，我们证明基于探究的学习牢固地植根于学习的认知理论和社会文化理论，并从最近的文献中得出结论，Sweller 等人认为直接教学总体上比探究学习更有效，但这一观点并不得到实证研究的支持。来自实证研究的数据。