This study examined the issue of how groups of students attempting to solve problems can be taught to consider moral aspects of the problem at a mature level. Classes in Swiss cantons (N=42) were given one of three different moral problems. Each class was divided into eight groups. The three treatments were: (1) provision of additional background information on the problem; (2) provision of moral rules which could be applied in solving the problem; and (3) provision of strategies for solving the problem in a compact manner. Dependent measures were measures of the stages of cognitive interaction of the groups and measures of the degree of compactness of the group. A shift toward a higher interaction stage through the first and second treatments, and toward higher compactness through the third treatment, were hypothesized. Results indicated that in a moral conflict, the answer was always given through solution propositions, but that the process of justifying and evaluating solution propositions was more or less complex and proceeded differently in different interaction stages. (KA)