Section 2: Theories and Models of Learning and Instruction

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?

It has been a number of years since I’ve heard the term epistemology. When I began this section, the questions were overwhelming until I read the chapters. While the concepts are very complex, it boils down to how knowledge is perceived and acquired. We have common knowledge which we don’t think about as we quickly come up with solutions, but we usually acquired the skills earlier in life that are the foundations we use for our common knowledge. We use common knowledge and direct experience to form the basis of our understanding and belief system.

Our textbook emphasized that learning is an active process, evolves out of cognitive conflicts, is a social activity, and is self-regulated.

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/relatavist 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 models. Based on what you’ve read about positivist and relatavist 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 implies that one’s knowledge is shaped by interactions and society. It is real life that shapes knowledge.
• Relativism recognizes multiple truths. Learning is active, and learners may experience different outcomes.
• Positivism believe there is only one truth.
• Social constructivists believe in collaboration. Learning only comes from others. Radical constructivists believe one is responsible for his/her own learning.
• Behaviorism can be measured and follows that learners are only motivated by end results.

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?

There are several factors that influence learning, instruction, and problem-solving. One of these would be motivation. Constructivism allows the learner to use knowledge and previous experience and then apply it to future events. Behaviorism encourages learners to only perform for something which may harm the motivation factor if the incentive isn’t enough or isn’t achieved. It is not intrinsic motivation. Constructivism would allow the learner to construct their own knowledge as they discuss and collaborate with each other. Besides motivation, the people involved in the learning event make a difference. Factors such as the learner, environment, previous experiences, and teacher can all influence behaviorism or constructivism.