Constructive controversy
The constructive controversy (also called structured controversy ) is a form of group work that is mainly used in schools and other educational institutions. The methods of constructive controversy were developed by Johnson and Johnson (Johnson / Johnson 1999) and are based on Jean Piaget's cognitive development approach . Johnson and Johnson assume that "the process of controversy itself leads to mastery of the learning content".
Structure of the Constructive Controversy
The course of the constructive controversy can be broken down into seven steps. First, you should structure a complex issue together (1) so that different points of view become clear. Then groups of four are formed (2), which in turn think about a question in groups of two (in so-called group tandems) (3). Each group Tandem assumes a position ( pro or contra ) and works its part and searches arguments supporting their opinions and refute the opinion of others or refute. In the next step, the arguments are discussed in groups of four and a controversy is resolved (4). After a specified period of time, positions must be changed in order to argue “from the point of view of the oppositional couple” (5). At the end of the group work, the respective groups should “develop a common communique , a press release, a wall newspaper etc.” (6) and present the result to the community (7).
Psychological legitimation
In the constructive controversy one works with the theory of cognitive development . In Piaget's view , volitional knowledge can only arise in interaction with other individuals. The students learn from each other and can thus develop new knowledge and new conceptual structures. In controversies, students experience a cognitive conflict (what they already understand and what another student is explaining to them) and thus reach an advanced level of development.
When students with different levels of development or thoughts interact, there are higher thought processes and the ability to solve problems increases.
Discussion of effectiveness
In the constructive controversy you can play a certain role even if you are not personally convinced of it. Nobody has to present their own opinion, for which they may be embarrassed. There are no taboos in the constructive controversy . This gives you many arguments for or against a topic.
This form of learning is particularly suitable for introducing a topic. All students can present their thoughts and ideas, so that the teacher or the moderator gets an overview of the existing knowledge and interest in the topic. In this way, a great deal of subject matter can be worked through in a very short time, each student works independently and independently. The danger is that the group participants have different levels of motivation and enthusiasm. It can also be very difficult cognitively for students to express an opinion that they do not agree with.
Topics for which arguments for and against are not difficult to find are useful, a current reference is desirable.
Implementation in school
The method of constructive controversy is suitable for starting a teaching unit , but requires a high level of commitment on the part of the teacher or moderator. Students must be willing to work in a disciplined, structured and careful manner.
If it is possible to create a suitable environment and to organize the constructive controversy well, it can be a lot of fun for the students. They can enter and share content in their own language. New content can be presented effectively and quickly.
It is important to act carefully on possible misconceptions and misconceptions of the students: Misunderstood and incorrectly passed on content can lead to difficulties in the following learning units.
literature
- David W. Johnson, Roger T. Johnson: Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. Allyn and Bacon, Boston 1999, ISBN 0-205-28771-9 .
- Klaus Konrad, Silke Traub: Cooperative learning. Theory and practice in schools, universities and adult education. Schneider-Hohengehren, Baltmannsweiler 2001, ISBN 3-89676-419-5 .
- RE Slavin: Cooperative Learning and Achievement: An Empirically Based Theory. In: Günter L. Huber (Ed.): New perspectives of cooperation. Schneider-Hohengehren, Baltmannsweiler 1993, ISBN 3-87116-926-9 , pp. 151-170.
- Anne A. Huber: Cooperative learning - no problem. Effective methods of partner and group work. 2nd Edition. Kallmeyer, Klett, Seelze 2010, ISBN 978-3-7800-1030-8 , pp. 80-85.