Title Socio-cognitive conflict as an educational factor in acquiring new knowledge and social representations: public health study case
Authors Jatkauskienė, Birutė ; Norkiene, Sigute ; Nugaras, Modestas
DOI 10.17770/sie2019vol5.3750
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Is Part of Sabiedrība. Integrācija. Izglītība : starptautiskās zinātniskās konferences materiāli : 2019.gada 24.-25.maijs = Society. Integration. Education : proceedings of the international scientific conference : May 24th - 25th, 2019: Mūžizglītība. Informācijas tehnoloģiju izmantošana izglītībā = Lifelong learning. Information technologies in education.. Rēzekne : Rēzeknes Tehnoloģiju akadēmija. 2019, d. 5, p. 131-147.. ISSN 1691-5887. eISSN 2256-0629
Keywords [eng] socio-cognitive conflict ; cognitive conflict ; adult learning ; social interaction
Abstract [eng] This article is aimed to analyse socio-cognitive conflict as an educational factor in the context of learning and education. For a long time, socio-cognitive conflict had been recognised as a negative factor in a learning or study process. Actually, a positive attitude toward the phenomenon was formed as late as in recent decades – thenceforth, socio-cognitive conflict is claimed to be a positive phenomenon provided that a teacher is able to and knows how to control it, so that to make it a learning incentive, an epistemological source of new knowledge and social representations. The analysis of socio-cognitive conflict and a study of students’ and teachers’ attitudes might help to provide a more comprehensive answer to the following problematic questions: how to perceive and explain the idea of socio-cognitive conflict, its educational importance in the context of learning and education? What are the conditions for a positive solution of socio-cognitive conflict? What is the role of socio-cognitive conflict in a learning or study process? Thus, a goal of the article is to reveal the essence of socio-cognitive conflict and aspects of control thereof in the learning situation from the point of view of students and teachers. The article consists of two parts: the first part addresses a theoretical discourse of the concept of socio-cognitive conflict, and the second part is dedicated to empirical research, i.e., study of an attitude of teachers and students toward the socio-cognitive conflict as a source of new knowledge and social representations.
Published Rēzekne : Rēzeknes Tehnoloģiju akadēmija
Type Conference paper
Language English
Publication date 2019