<p>Pair programming is an effective learning strategy in programming education, but inadequate intra-pair dialogue can undermine its benefits. The effective generation and resolution of cognitive conflict can improve dialogue quality and deepen knowledge construction. While heterogeneous learning style pairings are often used to stimulate cognitive conflict, they risk excessive interpersonal friction, potentially disrupting collaboration. To address this issue, this study proposes a cognitive conflict resolution-based peer dialogue intervention for pair programming. An eight-week experiment with 80 high school students was conducted using a 2 (intervention vs. non-intervention) × 2 (homogeneous vs. heterogeneous learning styles) between-subjects design. The experimental group received the cognitive conflict resolution-based peer dialogue intervention, while the control group adhered to conventional pair programming pedagogy. Participants were paired based on learning styles to examine the effects of pairing type on programming performance. Results showed that (1) the intervention significantly improved programming performance, engagement, and dialogue quality; (2) learning style pairing had no significant effect on programming performance, engagement, or dialogue quality; (3) with the peer dialogue intervention, heterogeneous pairs outperformed others in programming performance and engaged in more advanced dialogues, such as synthesis and evaluation.</p>