Abstract
Biology learning is based on causing a conflict between the previously acquired concepts and those to be learnt and assimilated by students, respectively on the cognitive conflict. The more productive type of conflict is the socio-cognitive one as pupils/students understand the heuristic of the biological terms through team work and mental homogeneity.Socio-cognitive conflicts can be caused by biology teacher by means of teaching models such as empiric-psychological-socio- centric combined model, which features both formative, cognitive and affective benefits; solving is based on the so-called Piagetian theory of intellectual centering and decentering.
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