ERIC Number: EJ683324
Record Type: Journal
Publication Date: 2004-Feb-1
Pages: 8
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0040-5841
EISSN: N/A
Conflict Elaboration and Cognitive Outcomes
Buchs, Celine; Butera, Fabrizio; Mugny, Gabriel; Darnon, Celine
Theory Into Practice, v43 n1 p23-30 Feb 2004
This article presents advice for teachers about using sociocognitive conflicts to promote academic learning. In doing so, the conditions under which sociocognitive conflicts are constructive or disruptive are examined and the relevant research is reviewed on social development, cooperative learning, and social influence. Two types of conflict elaboration?epistemic and relational?are identified. Epistemic elaborations focus students on task resolution leading to positive cognitive outcomes, and correspond to a cooperative relationship. Relational elaborations focus students on competence differentials and lead either to compliance or to competitive confrontations. Implications for education are discussed.
Descriptors: Teaching Methods, Social Influences, Social Development, Cooperative Learning, Conflict, Conflict Resolution
Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Publication Type: Journal Articles
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A