Summary
The thrust of this article is that although different theories may share some of the same terminology they may differ considerably in the interpretation which they impose on it and, therefore, on the educational practices which they underwrite. Specifically a brief examination has been made here of the concept of cognitive conflict as it occurs in the theories of Bruner, Case and Piaget-Inhelder, and of the similarities and differences in classroom practices which arise from theoretical commitment.
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Rowell, J.A., Dawson, C.J. Cognitive conflict: Its nature and use in the teaching of science. Research in Science Education 9, 169–175 (1979). https://doi.org/10.1007/BF02359157
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DOI: https://doi.org/10.1007/BF02359157