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?

 Epistemology is the study of what we know and how we come to know it. As I read the text I learned that most people have an intuitive notion of what it means to really learn at a young age. If you ask a child, "what did you learn today?" more than likely they can tell you what they learned because they are aware of what they knew prior to the school day and the new knowledge that was acquired. Which means that if we could do something that we could never do before than it is something that was learned. Based on what I know about learning I believe that idea to be true. I think that instructional methods are various ways of teaching instruction.For example, collaborative learning groups, role playing, demonstrating, and modeling. Based on the various theories you have to know what learning style and technique would best reach your students. Learning theories are different ideas and ways to think about learning. Those ideas are used for designing learning environments that facilitate knowledge and skills in the classroom.


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?
Constructivism is an idea that learners building of meaning is through collaboration and engagement with authentic problems. A few benefits of constructivism is that it's closer to how people truly learn. When reading this text I was reminded of alot of experiences I had when teaching Math. Alot of the experiences students had with computations and different aspects involved with Math dealt with real world experiences. In class we taught students that Math is Everywhere and tried to use real life scenarios and ideas. I believe this approach helped students to make real world connections because it would allow students to see their learning differently and more meaningful. I haven't been teaching very long but I feel like the district I am in has taken on this philosophy because we implement team based inquiry and problem-solving processes. We make sure that our lessons are presented in an everyday context. When we design our lessons we incorporate critical thinking skills and High-order cognitive outcomes.  However one of the risk and challenges is that it takes the control from instructor to learner where the teacher acts as a facilitator . When designing the lesson you have to wonder if students are mature enough to take on new work without the teacher standing in front of them lecturing. Also are the students motivated and emotionally mature enough to work independently. Seeing as though I have thought 4th grade for a while adding 3rd grade was an eye opener. I learned that a lot of those students are not motivated and emotionally mature enough to work independently and look to each other for interests. With those students alot of my work is guided but I believe that this method may work for 4th and 5th grade depending on the students behavior and maturity.

 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?


I maybe wrong but problem-solving from a behaviorist perspective is that the learner can learn the information based on the behavior along with the environmental pros and cons. It seems as though with this theory if students is exhibiting good behavior then he is more likely to learn. With behavioral theory students require immediate feedback such as the answer was wrong etc. With constructivist perspectives students are allowed to learn with the hands off approach and able to solve problems and make mistakes with real world situations. The constructive approach allows learners to explore and correct their own learning through making mistakes and trying different options with their peers. With a behaviorist approach learners aren’t allowed that opportunity to make mistakes and figure it out on their own for a while because they are receiving that immediate feedback. I could be completely off here but those are my thoughts.