This section of the book presents various theories and models that
form the foundations of instructional design and technology, including the evolution
of approaches to instruction and learning over time. In your blog for this
week, reflect on the following:
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 the study of different forms of knowledge of
reality. It is the explanation of how we think. It is also the nature of the relationship
that exists between the inquirer and the inquired. For example, each student is
different and they all have different learning styles which is where theories take
place. It is important for teachers to understand each student so the teacher
would know which method or model to use for instruction. It is also made up of
various foundations of instructional methods. It is how we are taught and how
we learn from it. Learning theories are
based on how knowledge changes. Methods are how you carry out theories. The models
of learning are the understanding of how the information is taught or
presented.
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.
My perspective or stance as a learner would relate to Relativist
because there is a blend of the scientific book information that gives
beneficial knowledge along with actual experiences combined. I believe these to
be a great mixture in a classroom and a style I love to see. Knowledge that behavioral
theorist bring to the table helps understand students though it does not apply
to all students and allowing children the opportunity to learn through
experience identifies their individual styles.
I had many situations with my professors having different
epistemic stances. One conflict I experienced in high school was my English teacher
being a positivist. It was always her way or no way at all. When it was time for
debate dealing with stories that we were assigned to read ,the majority of the
students did not get credit due to not having the same outlook or idea of the
teacher. When religion was involved she also did not like to hear opinions as
she thought science was the answer to everything including the creating of
earth which caused a conflict with students who have religious belief about
creation and other debates discussed in class.
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 from a behaviorist perspective will be controlled by
the teacher versus from a constructivist perspective being controlled by the
student. There are several factors that have a big impact on problem solving, instruction
and learning. Motivation is the number one factor that influences these things.
Behaviorism encourages learners to only perform for something which may harm
the motivation factor if the incentive isn’t enough or isn’t achieved. For
example, some teachers give out candy or treats for students who raise their
hand to participate or complete assignments in a timely manner. Eventually the
student will do assignments or only participate just because of the candy and
not because they are eager to learn. The constructivist approach shows
motivation in a different viewpoint. With critical-thinking, and
group working, students build the motivation and self-esteem by themselves. Constructivism would allow the learner to
construct their own knowledge as they discuss and collaborate with each other. Factors
such as the learner, environment, previous experiences, and teacher can all
influence behaviorism or constructivism. 