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?
According to our book, “Epistemology is the branch of
philosophy addressing knowledge—how we know, what it means, etc.”
Behavioral learning theory is when a behavior is observed before and after instruction. If there is no change in behavior, then the intervention is considered to have not been effective. Behavioral learning influenced instructional feedback. I believe this is something that is done in most classrooms.
Cognitive information processing theory is the internal process of the learner that explains learning. This is basically recalling information from memory.
Schema theory is the knowledge of information in our long-term memory. This is information that we get through experience and learning.
Situated learning theory is theory of learning though social or cultural situations. The participation in community practices can be individually, community-wide, or organizationally. Learners learn by doing.
Gagne’s theory of instruction has five major categories: verbal information, intellectual skills, cognitive strategies, attitudes and motor skills.
Constructivism is learning from doing. Learners are actively engaged, set their own goals and regulate their learning.
Behavioral learning theory is when a behavior is observed before and after instruction. If there is no change in behavior, then the intervention is considered to have not been effective. Behavioral learning influenced instructional feedback. I believe this is something that is done in most classrooms.
Cognitive information processing theory is the internal process of the learner that explains learning. This is basically recalling information from memory.
Schema theory is the knowledge of information in our long-term memory. This is information that we get through experience and learning.
Situated learning theory is theory of learning though social or cultural situations. The participation in community practices can be individually, community-wide, or organizationally. Learners learn by doing.
Gagne’s theory of instruction has five major categories: verbal information, intellectual skills, cognitive strategies, attitudes and motor skills.
Constructivism is learning from doing. Learners are actively engaged, set their own goals and regulate their learning.
2. Chapters in this section present two
contrasting epistemic stances: positivist and relativist. However, a third
stance, the contextualist or hermeneutical, is also widely recognized. This
stance falls somewhere between the strictly objectivist/positivist beliefs
about knowing and the purely subjectivist/relativist stance. 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. However, relativists ascribe to radical constructivist approaches,
while contextualists draw upon social constructivist theories and models. 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?
Contextualist epistemology seems to be pretty much in the middle of realists and positivist. The knowledge we gain through experience and/or exposure is a relativist stance. The knowledge we gain from facts is a positivist stance. When we gain knowledge through facts and experience it is contextual stance.
Social constructivism uses partners or groups to gain knowledge. Radical constructivists use more self-discovery and independent work.
Contextualist epistemology seems to be pretty much in the middle of realists and positivist. The knowledge we gain through experience and/or exposure is a relativist stance. The knowledge we gain from facts is a positivist stance. When we gain knowledge through facts and experience it is contextual stance.
Social constructivism uses partners or groups to gain knowledge. Radical constructivists use more self-discovery and independent work.
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?
Behaviorists
are interested in the effects of reinforcement on behavior. They are not concerned so much with the “why”
of the behavior because they know why the behavior is the way it is. The constructivists focus on understanding
how to solve a problem. This approach is
more hands-on and real world. I feel
that many learners prefer the real word and hands-on approach. As a current kindergarten teacher, the
students are motivated for the reinforcers or rewards. But, I also feel that students prefer
hands-on activities in the lower grades.
Melissa,
ReplyDeleteI liked your answers. They were very "to the point". I think that they way you answered clarified things. It was very understandable which is totally what I needed during this chapter!! Thanks for the great explanations!
Melissa, I would agree that majority of the students would prefer learning through hands on and discovery instead of through more teacher centered classrooms. You made many of the theories easier to understand and distinguish between. We all understand that there are multiple learning styles in our classrooms and we must use all of our resources and teaching strategies to ensure we are reaching all of the students. This is also true for assessment of students learning. State mandated testing should not be the only means of trying to measure a students learning. More authentic lessons are necessary for students to understand the connections between their learning in the classroom and how they will use that knowledge in actual situations in the world.
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