Question 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?

Behaviorist’s approach to problem solving:

Behaviorist would make sure they fully understand the problem or objective, assess what they know and don’t know about the given problem, break the problem into small pieces,  find ways to practice the skills needed to solve the problem,  implement these new skills,  evaluate all feedback they are given during their attempt.  Then, repeat the implementing and evaluating feedback loop until they worked through all segments of the problem.

Constructivist’s approach to problem solving:

Constructivists would present the problem, then surround the learner with authentic materials to help them solve the problem,  put them in teams so that they have collaborators and possibly connect them to other distant teams with the same goal, allow the teams to set their own pace and goals through the problem-solving process, then allow reflection of the problem-solving process. The teacher would act as facilitator.  Unbeknownst to me, I have been instructing using this method for the last year with my robotics teams.  For both FIRST Robotics Competition and BEST Robotics, my students are given a problem, a set of standard parts and six weeks to solve the problem.  Industry volunteers help lend expertise and support to the process.  We opened each session by reviewing the questions or problems from the last meeting and we closed each session with the students listing their ideas for what each sub-team should do for our next meeting, what materials we needed and what research they would need to do to fulfill their tasks.  I realized at the end of the first competition that although I was the proverbial "guide on the side," my expertise was more crucial to their success than is implied in our text.  I have since done some research and training and plan to compile a list of websites for them to go to for particular problems until they build their knowledge base enough to be able to apply what they have learned to a variety of situations. 

Behaviorist’s approach to problem-solving and its effect on learner motivation:

Because of the analytical approach to problem solving and the vital role of prior knowledge, the behaviorist’s approach should theoretically motivate the learner to research the problem more thoroughly in order to solve it.  The behaviorist approach should also motivate the learner to value feedback since it is crucial for the implementation of their problem-solving strategy.

Constructivist’s approach to problem-solving and its effect on learner motivation:

Since constructivist hugely emphasize the design of the environment and the authenticity of the experiences to the real world, learner motivation would depend mostly on learner interest.  One of the teacher's primary functions has to be to stoke the interest of the students in the midst of the problem-solving experience, thus igniting their passion to take their learning in varied and deeper directions.