Why minimal guidance during instruction does not work
A review arguing that novice learners generally benefit from substantial instructional guidance and that minimally guided discovery can impose excessive cognitive load.
Also known as Kirschner Sweller Clark minimal guidance
This review is a useful counterweight to simplistic versions of learner autonomy. It argues that novices often need explicit guidance because working memory and prior knowledge constrain what they can productively discover alone.
Brain uses it as a boundary condition: rejecting compliance does not imply rejecting instruction, scaffolding, standards, or expertise.