Teaching through social conflict

Murray, Frank B.

doi:10.1016/0361-476x(82)90031-5

Cited by 46 publications

(28 citation statements)

References 36 publications

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“…Piaget views teachers as facilitators of student learning, their role being to instruct and encourage students to do their work and to learn from working with others. Some Piagetians (Murray, 1982;Damon, 1984;and Wadsworth, 1984) call for cooperative activities in schools because reciprocal interaction between learners on learning tasks brings more positive outcomes in students' learning achievement. It was argued by Heywood (1990) that "schools should be, among other things, places where important conversations can take place and that cooperative learning strategies help those conversations to happen in every classroom" (p.298).…”

Section: Cognitive Developmental Perspectivementioning

confidence: 99%

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

Tran¹

2013

IJHE

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Cooperative learning has been the centre of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes. Although the academic, social, affective and psychological outcomes of students taught by cooperative learning are more positive compared with students taught by the traditional teaching method, there are many misunderstandings and disagreements about the reasons why. This paper investigated this question and suggested a range of theoretical models to explain the effectiveness of cooperative learning. These theoretical perspectives include the social interdependence theory, the cognitive perspective, and the social learning theory, all of which contribute to the theory of learning known as constructivism.

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Section: Cognitive Developmental Perspectivementioning

confidence: 99%

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

Tran¹

2013

IJHE

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“…These results support the observations of Berndt (1987), Gottman (1983) and Nelson and Aboud (1985) who found that friends show a greater openness to mutual opposition than do nonfriends. They are also particularly interesting in light of the finding by many researchers that expression of different points of view by "neutral" partners facilitates intellectual progress (Ames & Murray , 1982;Dalzon, 1988;Doise, Mugny, & Perret-Clermont, 1975;Grossen, 1988;Murray, 1982;Perret-Clermont, 1979;Perret-Clermont & Nicolet, 1988;Roy & Howe, 1990). Best friends also engaged in a higher frequency of evaluation (Jonckheere Test, p <.06), particularly concerning negative evaluation of the partner, a behavior which was never observed in other dyads (Jonckeere Test, p< .02) and further indicates a certain level of confidence in the relationship.…”

Section: Resultsmentioning

confidence: 99%

Verbal discussions about social problem-solving between friends and non-friends

Dumont

Moss

1996

Eur J Psychol Educ

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In the field of developmental social psychology there is a consensus concerning the social nature of intelligence. In spite of the important empirical investigations in this field over the last fifteen years, the influence of the quality of a relationship on joint problem-solving and learning is still poorly understood. This explorary study investigated the influence of socio-affective context on the interactive modalities surrounding social problem-solving discussions conducted with 32 dyads of8-year-old Swiss jrancophone children. Sociometric interviews with children and teachers were carried out to identify the following naturally-ocurring socio-affective contexts: reciprocal friendship (RF), asymmetrical friendship (AF) and reciprocal absence offriendship ('reciprocal non-friendship" RNF; excluding enemies). Comparisons of verbal exchanges and dyadic performance across the three groups suggests that reciprocal friendship facilitates collaboration and the organization of collective work. Two rival hypotheses opposing socioaffective proximity (reciprocal friendship) and socio-affective distance (asymmetrical friendship and reciprocal absence offriendship) are discussed with respect to the influence of social interactions on social problem-solving.

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“…However, working in groups does not necessarily lead to the creation of the zone of proximal development in the problem solvers (Murray, 1982;Springmuhl, 1985;Germond & Rogoff, 1987). Forman and Cazden (1985) demonstrated that paired-up students who shared responsibilities in a problem-solving task acquired the deductive reasoning ability necessary for the task completion.…”

Section: Problems During Group Work and Its Implicationsmentioning

confidence: 98%

Group problem-solving among teachers: A case study of how to improve a colleague’s teaching

Lam

2006

Soc Psychol Educ

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A case study of six teachers cooperating to improve a teacher's teaching showed the dynamics of the group problem-solving process. An analysis of their verbal interactions showed the importance of shared understanding to successful group problem solving. The cooperative group structure helped members resolve cognitive conflicts and build group understanding. During this process, the members' past teaching experiences and knowledge contributed to their conceptualization of the teacher's teaching problems and their proposed solutions to improve the teacher's teaching.

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Teaching through social conflict

Cited by 46 publications

References 36 publications

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

Verbal discussions about social problem-solving between friends and non-friends

Group problem-solving among teachers: A case study of how to improve a colleague’s teaching

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