Section 2: Theories/Models

1. Epistemology (the study of what and how we come to know) is discussed in multiple chapters in this section. Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

Epistemology is a core area of philosophy concerning the nature, sources and limits of knowledge.  Epistemology explores basic questions with very complex answers; such as How can knowledge be acquired? And what is knowledge? and How we think about knowledge has a direct connection to how we expect students to learn. Epistemological understanding forms the basis or is the guide for learning theories and instructional methods. The foundation of knowledge and how we build on that knowledge are key factors in deciding which theory and model will work best when designing instruction. Learning theories, such as behaviorism, congnitivism, and constructivism, are researched based ideas of how knowledge changes or grows. The learning models are roadmaps that take epistemology and learning theory and provide the guide for instruction in the classroom.

2. Chapters in this section discuss three contrasting epistemic stances: positivist, relativist, and contextualist (or hermeneutical). Positivists believe that the only truth or knowledge is objective truth. Relativists don’t believe that objective truth is possible and that all knowledge is subjective to perception or relative to a particular frame of reference. Contextualists believe that truth or knowledge is relative to context rather than individual, subjective understanding. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. Reflect on whether your stance is primarily positivist, relativist, or contextualist. Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. Describe the conflict that you experienced and analyze whether opposing epistemic stances may have been at the heart of the conflict.

I believe my stance is more contextualist. This is allows for more student centered learning where the student in control of how the content relates.   When learning, I always feel it should be goal oriented. This will create an interest to gain new knowledge. According to Jonassen, all good problems share two characteristics.  They have some kind of goal, or unknown.  The goal or unknown requires the generation of new knowledge.  All problems should have some value to the learner in solving them.  Like problems, games have a goal or unknown, which requires the learner to generate new knowledge.

I do remember a biology teacher I had in high school who always had to be correct.  She was very much in control. The environment was very much teacher centered.  She was very much a “micromanager” in the sense.  She lectured for the majority of the class while we took notes.  Our assignments were very much straight forward.  I felt as though I didn’t gain much from this class.  I started to loose interest very quickly.  I believe she was a positivist.  There was no opportunity for the class to have a voice.  She dominated the learning for us in her classroom.

3. Differing epistemic stances lead to differing approaches to learning and instruction, and ultimately to problem-solving. Explain differences in problem-solving when approached from behaviorist and constructivist perspectives. How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process? Finally, what effect might these differences have on learner motivation? 

When an instructor is a behaviorist, the instructor allows problems that can be explained or reference very easily.  They offer lots of feedback to support the learner.  The instructor acts as a constant resource and will observe the learner for constant understanding.  This type of instructor is in the control of the learning.  In the approach of a constructivist instructor, the want to make sure the problems have meaningful engagement and authentic in nature which would allow for student learning.  In this setting, the learner is more in control.  The instructor who’s approach is behaviorist and the instructor who’s approach is constructivist have a direct impact on learning motivation when dealing with different types of learners. When you have a struggling student who needs the extra support, the behaviorist instructor is motivates them better.  Due to the control of the teacher and the constant feedback, this is ideal for the struggling learner.  As for the student who excels well in the classroom, the constructivist instructor motivates them better.  This is because the instruction typically models interest, engagement, and participation.  There is meaningful engagement and authentic problems to solve.  This allows the excelling student to control their learning versus the opposite.