Epistemology (How I study and how I know I have learned it)

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. 

 In your definition the study  of what and how we come to know.

 So that i can place it in my own terms it is how I know it for myself in my own terms.  How my the events took place in my accumulation of knowledge. 

What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

Epistemology:  According  to Webster the study of or theory of the nature and grounds of knowledge.  

 My definition How we learn.

 Instructional methods: how it is taught 

theories: the taught of why and how

According to Webster theory: an idea or set of ideas that is intended to explain facts or events.

My definition: What we think happened according to What we know. 

According to Webster method: a careful or organized plan that controls the way something is done.

My definition:steps to how I do or plan of action.

According to Webster models: types or version of a product.

My definition: sample

The steps of education and life of how we take what we see and copy and adjust to life.  But each has and objective and goal of what we are to learn to thatt will result to success through trial, error and tested models. This is the basis of the educational model used to teach all subjects in school.

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. 

I think not sure but I am a relativist. I just know and I go with my personal feelings and opinion to make my decision that benefits my learning.  I tend to go with my gut feeling about situations and how people will react in a given learning situations based on previous first hand knowledge. 

Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. 

I don't think that I have ever had a strong opinion against how or what an instructor has said about anything. I take all situation in my college career as learning experiences.  But, if I had to say one thing I am have a strong offense to right now is an issue that will not be resolved. I have a strong issue with the online college course vs. face to face course offered as a whole.  Seven years ago I was able to take my Masters classes for my first Masters face to face and I felt as if I was getting more support and education than this type of education.  I have no one to turn to about this task because it is a massive decision that was done to benefit the college for monetary reasons and apparently for  those students who have time constraints and  need this type of platform to receive a masters.  

Just recently I read in the local newspaper how online courses are more expensive to take than face to face course. But my issue would not be to the finance just the comfort and classroom support. It is not my learning style at all and I feel like a failure and stressed at the program as a whole.

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. 

Behavior: emphasis with  reinforcement, verbal behavior, an social development We are to reinforce consequence  rather then condition and unconditional stimuli 

In total : response to to learning

Constructivist: development is assimilated from the environment and their activity.

In total: learn by doing

How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process?

Behaviorist try the task and wait or watch  for a response. I think of Scientific Method and watching for patterns of what would be normal or tested reactions to situations. Teacher led experiences.

Constructivist  given a task will not need the patterns will not have a set method to get to the task but jump in it feet first without consequence. Student lead experiences.

 Finally, what effect might these differences have on learner motivation?

Nature of the problem solving

 Behavior see the problem set objective and decided to test a theory of what might happen based on trial and error.

Constructivist Have previous knowledge of what has happen and they use previous knowledge to solve the problem. So they use see the end in mind first.