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Instructionism

Current Definition

That form of education best described as didactic instruction. Non-interactive lecture style classes would be the ultimate in instructionist education.

This term is generally used as a contrast to constructivist learning. As such, it often carries a perjorative tone.

Instructionism is considered to be based on a transmission model of communication, in which a teacher instructs by transmitting facts to a passively receptive student.

Author: Gerry

Last Edit Date: 2/23/98; 9:36:26 AM

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Known Uses of Instructionism (All Entries in Dynasites that contain this term in double quotes)

• Instructionism defined (in CSCL98)
  
• Instructionism (in CSCL98)
  

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• Leaving out part (Argument by Wendy, 3/1/98; 6:31:46 PM)

  I am puzzled why one would wish to create a contrast between instructionism and constructivism. When a teacher lectures, is not the student constructing knowledge? It may not be aligned with what the teacher is trying to transmit, but I argue that the student is constructing knowledge. I would also argue that constructivism is necessary for instructivism but not the converse, and so to draw a contrast between the two is problematic in that it dichotomizes the two. When we had an incomplete understanding of how an individual formulated knowledge we depended on the behaviorist theory of learning. Later we realized that methods of teaching rooted in behaviorism are not as effective as desired -- an aspect of learning was not considered. This aspect was that an individual constructed knowledge and he/she had to be afforded the opportunity to do so. Instructionism, based in behaviorism, did not afford the individual 'adequate' opportunity to construct knowledge. When teachers operated under the principles of behaviorism they lectured, tested, and moved on, operating under the assumption that students received the knowledge transmitted. Teaching took this form because we did not understand that knowledge construction is social in nature and methods needed to expand the social environment to include more than teacher and individual student. However, the methods that evolved from instructionism are not necessarily something to completely avoid. One must realize that lecture is not effective when used as the only method for knowledge construction but can be effective when used occationally and combined with other methods that evolved from constructivist learning theory. To dichotomize the two forms of education, in a perjorative sense, is problematic because one is an expansion on the other. The ways of thinking, or models and patterns of research, that can lead to development of theory are referred to as paradigms. Paradigms are supported by a system or complex of beliefs, opinions, observations, and received knowledge, and paradigms are stable in that isolated beliefs or observations may change without resulting in a paradigm shift. However, the accumulation of such changes must eventually precipitate a reorganization of the system. This constitutes the paradigm shift, and it may occur gradually or suddenly. A paradigm does not magically appear -- it develops out of what already exists, as an expansion. The reason for all this is because I do not think I would include the dicholomy in a definition of instructionism.

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