LEARNING - TEACHING METHODS BASED ON EPISTEMOLOGICAL APPROPACHES

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FARDANESH H.

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Journal: MODARRES HUMAN SCIENCES Year:2001 | Volume:5 | Issue:3(Tome 20) Page(s): 59-70

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Information Journal Paper

Title

LEARNING - TEACHING METHODS BASED ON EPISTEMOLOGICAL APPROPACHES

Author(s)

FARDANESH H. | Issue Writer Certificate

Keywords

LEARNING - TEACHING METHODSQ4

EPISTEMOLOGYQ4

BEHAVIORISMQ4

COGNITIVISMQ4

CONSTRUCTIVISMQ4

Abstract

Resrearch findings about the order of implementation of learning approaches point to a behavioral, cognitive and constructive ranking, that is; in the early stages of schooling while the students have minimal information about subject matters, the behavioral approach must be used to instruct the students, and once the initial or elementary stage of acquiring information, facts and concepts is passed, a more cognitive approach to learning which emphasizes forming informational networks including declarative and procedural knowledge linked by meaningful propositional relations must be employed, and at the advanced level of learning a more constructivist approach used in an open learning environment is recommended. On the other hand, most of the new conceptions of teaching which is besed on neo- pragmatist and constructivist viewpoints emphasize on implementing a problem, topic or issue based approach to teaching in which the beginning learner is confronted with a problem in an authentic situation and tries to solve the problem or construct a real representation of the situation. This approach is contradictory to the above mentioned findings about the stages of meaningful learning. Does this contradiction cause any intermission or cessation in the process of learners" meaningful learning? Does posing "authentic" question and probleme to beginning learners cause a negative orientation or inclination toward the abject of the problem or question? It is also a matter of consideration that the constructivist approaches to learning are mainly based on a relativist EPISTEMOLOGY, which in its most simple declaration denies realities apart from learners" mind, and give the inner conception,," afthe learner a pivotal role in knowing. This conception about the object of knowledge if applied in the early stages of schooling sets a trembling and unsteady mental context, which might inhibit future learnings based on more realistic epistemologies. Whereas application of more realistic approaches to object ofknowwledge may elimmate this problem and match more closely with the specifications of early stages of learner"s mental development. .

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APA: Copy

FARDANESH, H.. (2001). LEARNING - TEACHING METHODS BASED ON EPISTEMOLOGICAL APPROPACHES. MODARRES HUMAN SCIENCES, 5(3(Tome 20)), 59-70. SID. https://sid.ir/paper/7048/en

Vancouver: Copy

FARDANESH H.. LEARNING - TEACHING METHODS BASED ON EPISTEMOLOGICAL APPROPACHES. MODARRES HUMAN SCIENCES[Internet]. 2001;5(3(Tome 20)):59-70. Available from: https://sid.ir/paper/7048/en

IEEE: Copy

H. FARDANESH, “LEARNING - TEACHING METHODS BASED ON EPISTEMOLOGICAL APPROPACHES,” MODARRES HUMAN SCIENCES, vol. 5, no. 3(Tome 20), pp. 59–70, 2001, [Online]. Available: https://sid.ir/paper/7048/en

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