ERIC Number: EJ743247
Record Type: Journal
Publication Date: 2006-Feb
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1042-1629
EISSN: N/A
Functional Contextualism in Learning and Instruction: Pragmatic Science or Objectivism Revisited?
Hannafin, Michael J.
Educational Technology Research and Development, v54 n1 p37-41 Feb 2006
In this article, the author describes how Eric Fox presents an interesting case for applying functional contextualism (FC) constructs and principles to learning and instruction. He draws several well-debated issues related to the instructional design and technology (IDT) field's shifting philosophical-epistemological roots and pedagogical practices. However, Fox raises issues that require clarification. Moreover, Fox provides a selective and somewhat limited analysis of constructivist-inspired approaches to bolster the case for and significance of FC advocacy. In this article, the author questions several of Fox's assertions and argues that while FC has value for the IDT field, it is consistent with and an extension of objectivist-inspired instructional engineering rather than an alternative to constructivist-inspired approaches.
Descriptors: Context Effect, Learning, Instruction, Pragmatics, Instructional Design, Educational Technology, Constructivism (Learning), Teaching Methods, Epistemology, Educational Philosophy, Reader Response, Criticism
Association for Educational Communications and Technology. 1800 North Stonelake Drive Suite 2, Bloomington, IN 47408. Tel: 877-677-2328; Tel: 812-335-7675; e-mail: aect@aect.org; Web site: http://www.aect.org/Publications/index.asp.
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A