Revisions to Evidence that 'spoon-feeding' is bad or otherwise for learning

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edited Apr 13, 2017 at 12:49

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What research has investigated the influence of 'spoon-feeding' on learning?

By 'spoon-feeding' I mean providing extensive information about topics that will be assessed. This This related question discusses one example, which is the provision of model solutions to maths problems, after grading.

A quick search reveals a few articles, blogs and forum posts, which offer opinions along such lines as spoon-feeding being less effective because of not engaging students' interest, or because of not encouraging critical thinking, problem-solving, research, and so on.

My question is whether any serious research has investigated the outcomes of spoon-feeding. For example, some research might have found an optimum amount of information that ought to be provided to students to maximise their performance in assessments as well as their ability to solve problems for themselves.

What research has investigated the influence of 'spoon-feeding' on learning?

By 'spoon-feeding' I mean providing extensive information about topics that will be assessed. This related question discusses one example, which is the provision of model solutions to maths problems, after grading.

A quick search reveals a few articles, blogs and forum posts, which offer opinions along such lines as spoon-feeding being less effective because of not engaging students' interest, or because of not encouraging critical thinking, problem-solving, research, and so on.

My question is whether any serious research has investigated the outcomes of spoon-feeding. For example, some research might have found an optimum amount of information that ought to be provided to students to maximise their performance in assessments as well as their ability to solve problems for themselves.

What research has investigated the influence of 'spoon-feeding' on learning?

By 'spoon-feeding' I mean providing extensive information about topics that will be assessed. This related question discusses one example, which is the provision of model solutions to maths problems, after grading.

A quick search reveals a few articles, blogs and forum posts, which offer opinions along such lines as spoon-feeding being less effective because of not engaging students' interest, or because of not encouraging critical thinking, problem-solving, research, and so on.

My question is whether any serious research has investigated the outcomes of spoon-feeding. For example, some research might have found an optimum amount of information that ought to be provided to students to maximise their performance in assessments as well as their ability to solve problems for themselves.

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occurred Jun 20, 2015 at 9:30

Post Reopened by enthu, earthling, Bill Barth, Wrzlprmft♦, Peter Jansson

occurred Jun 15, 2015 at 18:19

Clarify 'spoon-feeding'

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edited Jun 15, 2015 at 11:02

nacnudus

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3

What research has investigated the influence of 'spoon-feeding' on learning?

By 'spoon-feeding' I mean providing extensive information about topics that will be assessed. This related question discusses one example, which is the provision of model solutions to maths problems, after grading.

A quick search reveals a few articles, blogs and forum posts, which offer opinions along such lines as spoon-feeding being less effective because of not engaging students' interest, or because of not encouraging critical thinking, problem-solving, research, and so on.

My question is whether any serious research has investigated the outcomes of spoon-feeding. For example, some research might have found an optimum amount of information that ought to be provided to students to maximise their performance in assessments as well as their ability to solve problems for themselves.