1. Our text defines epistemology as "the branch of philosophy concerned with the nature of knowledge and understanding--their foundations, assumptions and validity" (54). It seems to encompass how we learn. Instructional methods are the actions we take in order to help students learn which can be based on epistemology. Epistemology shapes how teachers craft lessons and form the basis of how we attempt to teach students. Theories, methods and models of learning are all the ways we teach. They are the steps we take in order to convey information and aid the students in understanding.
2. Contextualist epistemology is the idea that "whether one knows is somehow relative to context" (http://www.iep.utm.edu/contextu/). In other words, acquiring knowledge is based on the context in which it is learned. This is the idea that students can more easily learn information when in context.
Relativism is the belief that "reality is not directly knowable, and can only be inferred or assigned by convention of consensus" (55). In other words, anyone can ascribe meaning to objects and there is no right or wrong meaning or theory. Right and wrong are not written in stone to relativists. In relativism, knowledge is constructed by the learner and truth is contextual Positivism is the belief that "learning is mediated relationships among external stimuli, overt responses, and reinforcement principles". In this way, learning is dependent upon the relationships between the stimuli involved in the learning process. Positivists believe that knowledge exists independent of the learner and there is an absolute truth. These two theories differ from contextualism. Acquiring information through contextualist epistemology occurs in context. In relativism and positivism, context is not essential. In positivism, context is a part of learning, but other stimuli is also important. Responses to stimuli and the way it is reinforced is important in positivism.
Social constructivism is the process of constructing knowledge in groups. Groups help each other construct knowledge. Behaviorism was a process defined by B. F. Skinner in which learning can be understood based on the learner's behavior. Learners can be observed in order to understand knowledge acquisition and what must be done in order to teach the child. With Skinner's behaviorism, learning is not contingent upon a group. It can be done outside of a group.
3. Behaviorist problem solving includes not only observation and monitoring of the student as they attempt to solve a problem, it also includes feedback. Feedback can be positive or negative in nature. A child who has a correct answer to a problem will be rewarded by a teacher with a positive reaction, such as a smile from a teacher or a verbal positive reinforcement. This is thought to encourage and promote continued attempts to correctly solve problems. A negative reaction to an incorrect answer, such as verbal correction or physical cues from a teacher than an answer was incorrect are thought to encourage a child to try again and to avoid incorrect answers. Feedback is key to the students ability to reach the correct answers.
Constructivist problem solving encourages learners to construct their own knowledge. The learner solves the problem by constructing the meaning "from the inside out" (42). In order to discover if the answer to the problem is correct, the learner must weigh their solution against the conclusions of their peers.
One major differences in the behaviorist and constructivist approaches to problem solving are the importance of feedback. Behaviorists believe that feedback is important and should be given throughout the problem solving process until a correct answer is reached. In behaviorism, students are motivated by external stimuli. A teacher's smile or positive reinforcement can motivate a student. Constructivists believe that students must construct and build their own knowledge. Students must compare their solutions and understanding to the solutions of their peers. Constructivism requires internal motivation from students. The students' motivation is internal, based on the desire to complete the task and reach an answer. The child is self motivated.
Sandy, you did a great job of relaying all this information. It was a lot to digest, in my opinion, and I found myself having to re-read things more than once for them to really make sense. As a former kindergarten teacher, I found myself identifying most with the behaviorist viewpoint as that is what is key to working with those little ones. They thrive on teacher's smiles (like you said in your post), uplifting words, pats on the back, etc. Amazing how powerful those little things are when working with the young ones. Many would say it is equally as important when working with older students.
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ReplyDeleteSandy,
ReplyDeleteI enjoyed reading your post. I liked your explanation of behaviorist approach to problem solving. I would like to add something to behaviorist approach to problem solving when the student has an incorrect answer. Negative reaction other than verbal correction or physical cues to an incorrect answer affects students' motivation badly. Teacher must be very careful when he/she want to give feedback to a student who has an incorrect answer. Feedbacks need to be encouraging students to try again.