Conflict theorists have emphasized that academic conflict has a potentially positive force on learning (Johnson et al., 2000; Bruner, 1961; Berlyne, 1966; Piaget, 1950). The current paper describes an investigation as to how primary school children in Hong Kong perceive academic conflict in small-group discussion in General Studies lessons. One hundred and forty-four Primary Five students from eight Primary Schools in Hong Kong were interviewed. The results show that most of the children were against conflict in their group discussions. In the paper, the effect of culture on the children’s perceptions is examined. Implications for learning from the past, and how it informs the future are discussed.
|Publication status||Published - May 2002|
CitationSiu, L. (2002, May). Is academic conflict in group-talk culturally unacceptable? Paper presented at the Symposium supported by the Council of the Lord Wilson Heritage Trust: Learning from the Past, Informing the Future: Education Then, Now and Tomorrow, Hong Kong Baptist University, China.
- Primary Education
- Theory and Practice of Teaching and Learning