Providing the explicit information they need through instruction is practical because it takes into account cognitive load theory, the link between working memory and long-term memory. Studies that observed students in the classroom found that “when students learn science in the classroom with pure discovery methods and minimal feedback, they often become lost and frustrated, and their confusion can lead to misconceptions” because of lack of education (Kirschner et al. , 2006). On the other hand, studies involving highly guided learning have shown that students learn more deeply and their quality of education improves when they receive instruction and feedback on their work. Instructed learning provides higher quality and quantity of learning because it decreases cognitive load, provides worked examples that show students how to solve a problem, and employs methods such as process worksheets that help students provide more accurate answers than students who rely on discovery learning (Kirscher et al.,