The effect of academical controversy, value line and directed discussion methods in gaining conflict resolution skills on elementary school fifth grade students

In this experimental study, effects of academical controversy, value line anddirected discussion methods were investigated on elementary school fifth grade studens?conflict resolution skills.The study was conducted in 2004-2005 academic year at one public elemantaryschool in the district of Yüreğir-Adana. The participants of the study were 70 studentswho were divided in two experimental and one control groups. Study took 10 weeks.Lectures were run according to lecture plans which were desingned through academiccontrovery in first experimental group, through value line method in secondexperimental group and through directed discussion in the control group. ConflictResolution Ability Scale which was developed by the researcher was administered to allof participants in three groups as pre and post tests.In the study, covariance analysis was performed on the data which were obtainedby Conflict Resolution Ability Scale. In the analaysis, the level of significiance wastaken as p≤.05.Findings of the study indicated, when Conflict Resolution Ability ScaleCollabaration subscale pre-test scores taken under control, there were significantdifferences between post test scores in favor of experimental groups.But there were nosignificiant differeneces between experimental groups. When Avodiance subscale pre-test scores taken under control, there were significant differences between firstexperimental and control groups? post test scores in favor of control group?s scores. Butthere were no significiant differeneces between experimental groups and betweensecond experimental and control groups? scores. When Accomadation subscale pre-testscores taken under control, there were significant differences between first experimentaland control groups? post test scores in favor of control group?s scores and betweenexperimental gruops? post test scores in favor of second experiemtal group?s scores. Butthere were no significiant differeneces between second experimental group and controlgroups? scores. When Forcing subscale pre-test scores taken under control, there wereno significant differences between experimental groups? post test scores. But there weresignificiant differences between experiemtal and control groups? post-test scores infavor of control group. As a result, it can be said that academic controversy and valueline methods are effective in helping students to gain conflict resolution skills.Key Words: Conflict, Conflict resolution, Conflict education, Conflict strategies,Academical controversy, Value Line Method, Cooperative Leraning, ConflictResolution Ability Scale.