ED4-PSY1
ASSIGNMENT 2
THE LEARNING PROCESS AND MOTIVATION
________________________________________________
A DISCUSSION PAPER
_________________________________________________
In partial fulfilment of the requirements in
Educational Psychology
at
Cornerstone Institute
________________________________________________
, ED4-PSY: EDUCATIONAL PSYCHOLOGY
Assignment 2 - The Learning Process and Motivation: Discussion Forum
How would you as a teacher integrate the positivist and constructivist approach in your classroom?
Positivist Approach - Objectives and goals of this approach remain steadfast and rigid, which is necessary
in order to achieve accurate results in some cases (Mathematics, Science). It is valid to state that
knowledge is acquired through real-world experience. Vygotsky (1978) states that cognitive development
increases through social interactions from guided learning. An example of this is school-organised ‘field
trips’. I would promote real-world, tangible experiences outside of the classroom setting promotes a
stronger engagement with one’s surroundings. This then increases retention of information since all of the
five senses are active.
I will set the exams and/or tests according to a strict rubric, to ensure that no deviations occur by students
implementing their own methods which contradict that which has been taught.
Constructivist Approach - Knowledge is understood to originate internally and expressed externally,
therefore; each learners’ experience is unique and is granted the necessary means to express it. Like I
have in the past, I will tailor a lesson and the curriculum to suit the students by offering the opportunities
and time to be heard and understood. An example of this is an assigned essay with a topic that is open to
different interpretations and perspectives. A classroom discourse is also an important exercise and
illuminating experience for both teacher and learner. A discourse is a calm discussion on a certain topic,
where the participants are seen as equals. Different perspectives are heard and a non-judgemental stance
is adopted in an environment that is fair to all. There is no ‘winning’ or ‘losing’ since all participants
benefit equally by respecting others’ opinions.
McLeod, S. A. 2017. Constructivism as a Theory for Teaching and Learning. Simply Psychology. Online
Article. https://www.simplypsychology.org/constructivism.html. (17 July 2017).
Taylor, P.N. 2003. Educational Research Paradigms: From Positivism to Multi-Paradigmatic. Science
and Mathematics Education Centre (SMEC), Curtin University Australia. Online Research Publication.
https://www.researchgate.net/profile/Peter_Taylor11/publication/26419655\
Educational_research_paradigms_From_positivism_to_multiparadigmatic/links/
53d1c13d0cf228d363e8eccd/Educational-research-paradigms-From-positivism-to-multiparadigmatic.pdf.
(2003).
Do you prefer intrinsic motivation or extrinsic motivation and why?
I prefer intrinsic motivation. I believe that when motivation originates within the individuals’
soul/spirit/noetic, it can be unbreakable. It increases resilience and grounded optimism within a person –
this is an important base to build confidence in the self, since reliance on external factors is diminished.
Validation from others is less important than being pleased and proud of one’s own achievements.
ASSIGNMENT 2
THE LEARNING PROCESS AND MOTIVATION
________________________________________________
A DISCUSSION PAPER
_________________________________________________
In partial fulfilment of the requirements in
Educational Psychology
at
Cornerstone Institute
________________________________________________
, ED4-PSY: EDUCATIONAL PSYCHOLOGY
Assignment 2 - The Learning Process and Motivation: Discussion Forum
How would you as a teacher integrate the positivist and constructivist approach in your classroom?
Positivist Approach - Objectives and goals of this approach remain steadfast and rigid, which is necessary
in order to achieve accurate results in some cases (Mathematics, Science). It is valid to state that
knowledge is acquired through real-world experience. Vygotsky (1978) states that cognitive development
increases through social interactions from guided learning. An example of this is school-organised ‘field
trips’. I would promote real-world, tangible experiences outside of the classroom setting promotes a
stronger engagement with one’s surroundings. This then increases retention of information since all of the
five senses are active.
I will set the exams and/or tests according to a strict rubric, to ensure that no deviations occur by students
implementing their own methods which contradict that which has been taught.
Constructivist Approach - Knowledge is understood to originate internally and expressed externally,
therefore; each learners’ experience is unique and is granted the necessary means to express it. Like I
have in the past, I will tailor a lesson and the curriculum to suit the students by offering the opportunities
and time to be heard and understood. An example of this is an assigned essay with a topic that is open to
different interpretations and perspectives. A classroom discourse is also an important exercise and
illuminating experience for both teacher and learner. A discourse is a calm discussion on a certain topic,
where the participants are seen as equals. Different perspectives are heard and a non-judgemental stance
is adopted in an environment that is fair to all. There is no ‘winning’ or ‘losing’ since all participants
benefit equally by respecting others’ opinions.
McLeod, S. A. 2017. Constructivism as a Theory for Teaching and Learning. Simply Psychology. Online
Article. https://www.simplypsychology.org/constructivism.html. (17 July 2017).
Taylor, P.N. 2003. Educational Research Paradigms: From Positivism to Multi-Paradigmatic. Science
and Mathematics Education Centre (SMEC), Curtin University Australia. Online Research Publication.
https://www.researchgate.net/profile/Peter_Taylor11/publication/26419655\
Educational_research_paradigms_From_positivism_to_multiparadigmatic/links/
53d1c13d0cf228d363e8eccd/Educational-research-paradigms-From-positivism-to-multiparadigmatic.pdf.
(2003).
Do you prefer intrinsic motivation or extrinsic motivation and why?
I prefer intrinsic motivation. I believe that when motivation originates within the individuals’
soul/spirit/noetic, it can be unbreakable. It increases resilience and grounded optimism within a person –
this is an important base to build confidence in the self, since reliance on external factors is diminished.
Validation from others is less important than being pleased and proud of one’s own achievements.
