Effects of Controversy on Epistemic Curiosity, Achievement, and Attitudes

Abstract

Comparisons were made of the effects of controversy versus no-controversy on epistemic curiosity, achievement, and attitudes of fifth- and sixth-grade Ss. Eighty Ss were assigned to conditions on a stratified random basis, with control held for class membership, reading ability, and sex. Within each condition they were assigned to groups of four on a similar stratified random basis so that there were an equal number of fifth- and sixth-grade groups, each one made up of a boy and a girl of high-reading-ability and a boy and a girl of low-reading-ability. Ss participated in two five-day instructional units, half participating in structured argumentation with their fellow group members and half discussing the material without arguing with their peers. Behavioral measures were taken on Ss' epistemic curiosity. The results indicate that controversy, compared with no-controversy, leads to more epistemic curiosity, higher achievement, and more positive attitudes.