ABSTRACT
In the scientific debate on what is the best approach to teaching and learning, a recurring question concerns who should lead the learning process, the teacher or the learner (Tobias & Duffy, 2009). Positions taken vary from a preference for direct, expository, teacher-led instruction (Kirschner, Sweller, & Clark, 2006) to fully open studentcentered approaches that can be called pure discovery methods (e.g., Papert, 1980), with intermediate positions represented by more or less guided discovery methods (e.g., Furtak, Seidel, Iverson, & Briggs, 2012; Mayer, 2004). This discussion is a recurring theme in this chapter.
