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?
To answer this question I had to really find out what epistemology was. As an educator we are drilled with teaching theories and methods. But the term epistemology was new to me. According to Merriam-Webster, epistemology is the study of the origin, nature, and limits of human nature. Epistemology is a branch of philosophy. It asks how humans gain their knowledge. Instructional methods are principles. A few examples of instructional methods are direct teach, cooperative learning and role playing. Educators ask themselves "how do my students learn best" then use the best instructional method for their students to present information/lessons.
2. Based on what you’ve read about
positivist and relativist epistemologies, as well as behaviorist and
constructivist approaches, try to more fully describe a contextualist
epistemology. How might it differ from either a relativist or positivist
stance, and how might social constructivism differ from either behaviorist or
radical constructivist approached to learning and instruction?
The epistemic stances ask the question, "where does learning come from?" According to positivist they believe learning comes from interaction with the environment, responses to the environment form behaviors. Relativist believe that new knowledge is formed after information comes in contact with existing knowledge that was shaped from prior experiences. In the middle of these two stances is contexualist. Contexualist use the information they gain from the environment and reflect/respond to it (ask questions, explore it and assess). Of the three stances this one seems to be more philosophical. Social constructivism incorporates a partner or small group in gaining knowledge.
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?
Problem solving is the process from getting from a current state to a desired state. It is identifying a problem and using knowledge and skills to attain a goal. For behaviorist, problem solving is viewed through interaction with the environment. Previous experiences help learners decide which is the best approach to solve the problem. Constructivist take problem solving through a social experience. Students learn by making their problem solving personal experiences. Educators help students create realistic learning experiences. In my opinion constructivist problem solving would be more effective because it creates realistic learning experiences.
1. Angie, I liked your approach to epistemology. It is a new term for me as well. My philosophy is to provide the best approach to maximize improvement in human performance. It shows that your students are the most important priority in your integration as a designer of instruction. You don't just go with a philosophy because it is the easiest but rather you will use the best instructional method, theory, or model to help your students learn best! Well done...!
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3. I appreciated how you show that the constructivist wants effective realistic learning experiences. I think students learn a great deal from problem-solving because they have to pull up from long-term and short-term memory. Investigate, explore, recall and reuse what works as they solve and learn.Great job...!
Thank you Robert. This was a difficult assignment for me. It's all new to me and to be honest I didn't understand a lot of it. Thank you for your comments.
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