Problem Solving and Learner Motivation

Although behaviorists and constructivist will both utilize problem solving in instructional design, the application and types of problems utilized, as well as the desired outcome, are different.  The behaviorist is more likely to utilize the traditional strictly defined problem scenarios which offer the learner limited opportunity to deviate from a predetermined line of thought.  The behaviorist will be looking for a structured response to a structured problem from a structured approach to the problem.  The behaviorist will also be more likely to assist the learner by providing "answers" to questions.  This is in constrast to the likely approach of the constructivist who will likely design problems which are more "open" allowing the learner to not only develop their own unique perspective of the problem but allowing them the opportunity to learn concepts necessary to the development of the solution through a discovery process as they work through the problem.  This is in contrast to the behaviorist who might spend instructional time prior to the presentation of the problem defining all of the necessary vocabulary and skills for solving the problem.  The learner will likely respond very differently to the 2 approaches to problem solving.  Research seems to indicate that the learner may become bored with the problem solving presented by the behaviorist due to the mundane nature of the problem and the lack of enginuity and authenticity.  The learner will also likely fall into the scenario described by Jonassen wherein the learner will short-change the learning experience by approaching the problem from a problem-avoidance perspective as he\she perceives that the behaviorist instructor's only real purpose in presenting the problem is to acquire a predefined "book" answer.  The learner motivation when approaching the problem presented by the behaviorist instructor is to complete the assignment and provide the correct answer - hardly an example of intrinsic motivation and more than likely motivation that will not affect his\her Habits of Thought!  The constructivist will more likely develop a more real world, genuine based problem, allowing the learner to develop the knowledge and skills necessary to solve the problem as they go.  This should develop a sense of interest and, if designed correctly, a sense of intrinsic motivation to solve the problem.  I would think that the constructivist might present this problem within an environment designed around the concept of the task and instructional spaces described by Reigeluth, establishing an instructional environment in which the learner might feel free to move back and forth in the environment, exploring the problem and seeking research based information to fill in knowledge and skill gaps required to solve the problem.  As the learner takes on the responsibility and in fact is given the opportunity to develop his\her own resolution to the issue, intrinsic motivation should be developed and the learner will hopefully develop the schemas necessary to not only solve this problem, but to apply the learning (not the solution) from this problem to future problems.