Functional Context Theory by J Michael Wilson (Jack)

Functional Context Theory

History

Functional Context Theory falls under Cognitivist Learning Theory.  "Cognitive learning theory was concerned with the mental processes that operated on the stimulus, and which intervened to determine whether or not a response was made and, is so, which response."  (Harasim, 2012)  Within Cognitivist Learning Theory, schema theory relates to Functional Context Theory.  "The concept of schema in cognitivist learning theory is related to mental representations and structural knowledge.  Schema theory or schema perspectives hold that learning is easier if new subject matter is compared to existing knowledge and is structured or representational."  (Harasim, 2012)  Winn and Snyder (1996) have noted descriptions of schema knowledge as follows:

1.  Schema as memory structure like a plot.

2.  Schema as abstraction like specific characteristics.

3.  Schema as network through nodes and links.

4.  Schema as dynamic structure meaning it continually changes.

5.  Schema as context or how our environment is explored.

Functional Context Theory Principles

 "The functional context approach to learning stresses the importance of making learning relevant to the experience of learners and their work context. The learning of new information is facilitated by making it possible for the learner to relate it to knowledge already possessed and transform old knowledge into new knowledge. By using materials that the learner will use after training, transfer of learning from the classroom to the "real world" will be enhanced."  (Sticht)  Assessing prior knowledge is important in this learning theory.  Once established, the most relevant content can be addressed.  According to Tom Sticht, the Principles of Functional Context Theory are as follows:

1. Instruction should be made as meaningful as possible to the learner in terms of the learner's prior knowledge.
2. Use material and equipment that the learner will actually use after training
3. Literacy can be improved by: improving content knowledge, information processing skills, or the design of the learning materials.
4. Valid assessment of learning requires context/content specific measurement.                              

 Please see Functional Context Education for further explanation.

The following youtube video explains further:

Practical Example

 We have used used The Stock Market Game simulation in order to improve students math, literacy, economics, and financial literacy.  This phenomenal program provides resources to give students background information and assessments before the start of the program.  Students are required to research companies, products, and market trends.  They are given a budget and must decide how to invest their money.  Additionally, students are in competition with other schools.  This program is extremely high interest and completely relevant to the real world.  I have witnessed an increase in student interest, desire, and motivation in regards to reading through research and math skills.

References

Harasim, L. M. (2012). Learning theory and online technology. New York, NY: Routledge.
www.instructionaldesign.org/theories/functional-context.html
www.etc.edu.cn/eet/articles/fce/index.htm