Equilibration, conflict and instruction: A new class‐oriented perspective

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Abstract
Attention is directed to equilibration‐based instructional studies all of which parallel natural development in that they require the concurrent construction of both strategic and metastrategic knowledge (Kuhn and Phelps 1982, Kuhn 1983). The need for this concurrence is questioned, and theoretical arguments developed for an equilibration‐based alternative instructional strategy separating the two. It is argued that this latter strategy may provide an answer to the problematic retention of invalid ideas. A pilot study is reported providing tentative support for this viewpoint.