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?
After
carefully reading and re-reading this section, I come to the conclusion that
there is not a huge difference in any of them.
All of them are based on how you come to a belief or how you acquire
knowledge about a certain topic. This week’s
discussion has opened my eyes to the many viewpoints not only on ways people
learn, but also on ways people teach.
There is so much research out here now days on what’s best for this,
what works for that, or it should be this or that way. Research is based on a sample population at a
specific time. Time change, beliefs
change, population changes, and life changes.
When I first started teaching I remember receiving the Harry Wong book
titled “First Days of School”, my personal belief was that this book did not
apply to the environment of my first year of teaching. Now don’t get me wrong, there were some
things I took from the book, but lots of things I had to modify or leave out
altogether. When you read this you have
to remember perfect school setting and I was totally shocked after reading this
book and my first week of school. I
think we get caught up in what works for someone else and forget that it may
not work in our environment and may need modification to fit our world. As teachers we must be flexible when it comes
to our students learning and use what tools work best for them to learn at
their highest potential.
2.
Chapters in this section discuss 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
stance is primarily positivist. My
beliefs are that when asked what is 2+2, the only answer is 4. The answer does not change based on how you
are feeling. It basically is what it
is! I have issues with people recreating
the wheels to achieve the same outcome. I
remember a debate in my theory class from college trying to rewrite facts of
math. I did not totally understand the
professor’s rationale behind the debate, but I remember some students debating
that what we were taught growing up was wrong and it needed to be changed to
fit the new times. I just thought this
was utterly ridiculous and made no sense.
The debate went all the way left and our professor had to just cut the
conversation and topic altogether. It
even caused tension for the rest of the semester. The thought stuck into my head was how crazy
was it to even ask a question of that sort.
Needless to say I was very glad when the class was over.
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?
When
reading this question, I was immediately taken back to my daughter’s math
teacher, with my generation math was math, and now they have all these new ways
of doing things to achieve the same answer.
Her math teacher had a problem with me teacher her to multiply double
digits the old way. I went round and
round with her and when she realized my daughter did not get it her way and got
it the old way she let her finally do it that way and not take away points from
her. The way she learned it worked and
why stifle a child’s learning because what you have used worked for some
students. Her approach was definitely a constructivist approach. This approach she took also made it difficult
for my child to appreciate and like math, which was one of her favorite
subjects beforehand.
Reiser, R. A., & Dempsey, J. V. (2012). Trends and Issues in Instructional Design and Technology. Boston: Allyn &Bacon.
