NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ891572
Record Type: Journal
Publication Date: 2010-Jul
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1740-4622
Using Students' Prior Knowledge to Teach Social Penetration Theory
Chornet-Roses, Daniel
Communication Teacher, v24 n3 p150-154 Jul 2010
Bransford, Brown, and Cocking argue that acknowledging students' prior ideas and beliefs about a subject and incorporating them into the classroom enhances student learning. This article presents an activity which serves to hone three student learning outcomes: analysis of communication, inductive reasoning, and self-reflection. The goal of this activity is two-fold: (1) to use a film ("Before Sunset") to activate students' prior knowledge about relationship development; and (2) to connect it with what is essentially for the students new knowledge, that is, Altman and Taylor's social penetration theory (SPT). Teaching SPT is valuable for students because it provides a starting point for the study of relational development. For example, SPT may be taught juxtaposed to a theory such as relational dialectics, which conceptualizes relational development as the result of dialectical tensions, for students to appraise two different and opposing modes of thinking about relationships. In sum, SPT is a foundational interpersonal theory from which others have emerged and, thus, deserves attention in their classrooms. A list of references and suggested readings is included.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A