In
the reading this week I was introduced to the term epistemology. Epistemology is defined as a branch of philosophy of
addressing knowledge-How we know and what it means to know,(p.46). Researchers
in this field want to know are there limits to what we know and how much any
one individual can know. Epistemology focuses on knowledge and understanding
knowledge. Instructional methods/theories, on the other hand, are more concerned
about how to develop knowledge and the learning process. Theories are
frameworks that describe how information is absorbed, processed or retained
during learning. Other factors such as cognitive, emotional, environmental,
social, cultural experiences can play a role in the understanding and acquisition
of knowledge. Instructional methods are used for the learner to acquire
new knowledge. There are several different methods for presenting
material to learners with the hope that they will gain the knowledge and
continue to learn. Some of the methods include: lecture, demonstrations,
simulations, collaboration, role play, case studies and several others.
From the reading my understanding of
contextualist epistemology would be that context (real life) is the core to
learning. So depending on the context, the learning would occur and
change as the context changes. Learning would also occur from culturally
developed tools and artifacts. If the tools change so will the learning. The learners cultural surroundings do play a part of the context. In this theory there are
truths and the truths are recognized as it is relative to the situation.
Relativist stance believes that there
are many possible truths. Relativism follows the theory of constructivism which
learning is active, from experiences, and each learner has a different interpretation
of the outcome. There are also extremes
to constructivism called radical constructivism and social constructivism. The
social would believe that collaboration is the only way to learn,
and that all experiences, learning outcomes are based from others. The radical would place the learner as being
responsible for their own learning. As
an art teacher I use the constructivist point of view, of course with slight limitations. As I do have to provide a system of grading . The students are provided with the problem to solve (project), and then from their experiences, reflections, collaboration and engagement the students produce a solution to the assigned project.
However, when it comes to the final project I can see the positivist stance being used. Positivist generally apply the behaviorist principles and believe that there is only one truth. The theory of behaviorism is based on the idea that all behaviors are acquired through conditioning. Behaviorist use positive/negative reinforcement to change and observe the end results. All behavior can be measured, and there is no consideration of emotion. At the end of the project I ask the following- Do you have a project? Is it
finished? Did you follow the guidelines? What happens when those requirements are not observed? There will be a negative result, a failing grade. The end result is observable, it is clearly defined with a right or wrong.
Created by: Kristin McCloskey
When comparing the differences in problem solving between a behaviorist and constructivist it depends on several factors such as: teacher, learner, environment, experiences, expectations, and motivations.
A behaviorist would problem solve very
directly, it would be a right or wrong answer.
I still remember my teacher from the first grade gave an an art assignment, we had to color a picture of an apple. I don't recall if there was specific directions, but I took ownership of that apple (constructivism). I
colored my apple in many different directions-think of a checkerboard pattern with a purple crayon!
I thought it looked great. I failed the
assignment, my teacher said that there is only one way to color an apple and an apple is red. It
has stuck with me ever since!
As for
motivation, for me several years later I am an art teacher. The apple did not stop me. I think motivation is very important, I also
find that each student reacts differently to the idea of motivation. Some students like the absolutes to motivate
and others prefer the experiences that allow for multiple truths. As an educator I view motivation as the key to
successful learning. Regardless of what model or theory is being used, if there
is motivation from the student the learning will happen.
Reiser, R.A., & Dempsey, J.V. (Eds.) (2012). Trends and Issues in Instructional Design and Technology (3rd ed.). Saddle River, NJ: Pearson Education.
Kristen,
ReplyDeleteI enjoyed reading your post. Your story of the coloring book apple was very interesting. I was the student that was very by-the-book and followed instructions to the fullest extent! I probably would have given you some strange looks with a purple apple. I guess I have always held more of a behaviorist approach; things are either black or white. This is probably one of the reasons why I went into mathematics and the sciences.
I completely agree with the importance of motivation. Our students have been conditioned to need extrinsic motivation in order to achieve any level of performance. That extrinsic motivation may even be grades for some (especially in my AP classes) but it takes constant reminders of the grade and constant feedback to the students.
Great post!
Todd Gruhn