Socio-cognitive Conflict Research Articles

Managers’ sociocognitive conflicts in collaborative learning

ABSTRACT Despite extensive research on collaborative learning and sociocognitive conflict, its impact on executive education and managers’ learning is less understood. This study addresses this gap by identifying the manifestations and topics of verbalised sociocognitive conflicts and reflective collaborative discussions in managers’ collaborative small-group learning settings. The research material comprises approximately 40.5 hours of video recordings from three separate small groups. This video material was analysed qualitatively using thematic analysis, guided by prior collaborative learning research, focusing on the role of sociocognitive conflict. Various forms of challenging as manifestations of verbalised sociocognitive conflicts were identified in the small-group setting at both the group and structural and individual and peer levels. The study demonstrates how managers’ discussions evolve from sociocognitive conflict to reflective conversations fostering collaborative learning, highlighting the crucial role of these conflicts in managers’ learning. Theoretical implications provide insights into how sociocognitive conflict evolves into collaborative learning in managers’ education, suggesting insights for further research. This study has practical implications for developing collaborative learning and executive education for managers by leveraging sociocognitive conflicts.

Importanța verbelor performative în discursul instituțional

In language teaching, the treatment of errors states a thoughtful fact, which must be implemented, being a fundamental point of the didactic approach, not an objective in its own right. In reality, no one can learn a language or produce speeches without making mistakes. Once taken into account, how then could the teacher treat these errors? Isn’t there a perfect opportunity to discover the learning approaches and differentiating methods? How should the student understand where and why he is making a mistake? And to what extent does this allow him to identify his own functioning? Instead of the teacher just crossing out students’ mistakes with red, he must try to analyze their values, and determine their origins. But the consideration obviously does not stop there. Students must then become aware of their mistakes. How they committed them, and how they perceive them in their self-correction efforts. To facilitate this awareness among learners, the teacher must then set up situations creating socio-cognitive conflicts, by working on metacognition

Nutrition-obesity. New program about behavioural issues involved in weight loss through surgery

Bariatric surgery is an effective treatment to improve metabolic health as long as behavioural changes are made. Opting for this therapeutic choice represents a real commitment on the part of patients which is complementary to the informative bariatric surgery consultation. After all, what practitioner has not been confronted with an urgent request from patients suffering from obesity who are over-investing in this operation? Therapeutic Patient Education offers the opportunity to work with patients to develop their status as committed actors through a new outpatient educational program. Increased feelings of self-efficacy and socio-cognitive conflict are ingredients that allow patients to invest in long-term changes.

SOCIAL INTERACTION EXPERIENCES OF BEGINNING UNIVERSITY TEACHERS IN BUILDING OCCUPATION-RELEVANT COMPETENCIES

The article presents findings of a qualitative study focused on analysis of social interaction experiences of beginning teachers in higher education, whereby social interaction is construed as a dialogue, conversation, socio-cognitive conflict, and intersubjective solutions thereof, which influence the process of formation of new competencies.The aim of research is to show the prevailing experiences of beginning university teachers in building competencies within the context of social interaction - socio-cognitive conflict - situations. The research is based on the interactional ethnography approach. The research participants were newly hired teachers of different universities in Lithuania. The research shows that the degree of asymmetry in social relations is subject to differences in the status, experience, competencies, or age of the agents. In the context of intensity of socio-cognitive interaction, where it involves a small number or single-direction exchanges of views and opinions, socio-cognitive conflict will not necessarily be progressive in building new competencies. As regards the features of social and affective interaction, the situation of convenience - confrontation is the most favorable for the acquisition and formation of cognitive structures - competencies. Social and cognitive abilities of participants in a socio-cognitive conflict, as prerequisites for cognition, are essential for the acquisition of new structures - competencies.

“Are we both right?” relations between theory of mind and epistemic humility in dyadic cooperative problem-solving in 5- to 9-year-old children

The current study addresses the question of the relation between ToM and children's epistemic humility - the tendency to acknowledge the limitations of one's knowledge while being open to another's input during socio-cognitive conflict regulation - in a cooperative problem-solving context. Sixty-four boys and girls between the ages of 5 to 9 years (32 same-gender dyads) were tested for their ToM with the Theory of Mind Test (TMT) and The Test of Emotion Comprehension (TEC), and for their epistemic humility through an analysis of their spontaneous verbal interactions during the resolution of a dyadic spatial transformation task. The results showed that children with higher levels of ToM more frequently showed more epistemic humility when faced with conflicting ideas, even when age was taken into account. The results are discussed in terms of the processes underlying socio-cognitive conflict regulation in peer cooperation and their educational implications.

How to measure disagreement as a premise for learning from controversy in a social media context

Learning scenarios building on disagreement in a learning group or a whole classroom are well established in modern pedagogy. In the specific tradition of collaborative learning, such approaches have been traced back to theories of socio-cognitive conflict and have been associated with argumentative learning interactions. An important premise for these types of learning scenarios is the identification of disagreement. In the spirit of learning analytics, this calls for analytic tools and mechanisms to detect and measure disagreement in learning groups.Our mathematical analysis of several methods shows that methods of different origin are largely equivalent, only differing in the normalization factors and ensuing scaling properties. We have selected a measure that scales best and applied it to a target scenario in which learners judged types and levels of “toxicity” of social media content using an interactive tagging tool. Due restrictions imposed by the pandemic, we had to replace the originally envisaged classroom scenario by online experiments. We report on two consecutive experiments involving 42 students in the first and 89 subjects in the second instance. The results corroborate the adequacy of the measure in combination with the interactive, game-based approach to collecting judgements. We also saw that a revision of categories after the first study reduced the ambiguity. In addition to applying the disagreement measure to the learner judgements, we also assessed several personality traits, such as authoritarianism and social closeness. Regarding the dependency of the learner judgements on personality traits, we could only observe a weak influence of authoritarianism.

La teoría del conflicto sociocognitivo del desarrollo: Una mirada retrospectiva a partir de investigaciones propias

The theory of socio-cognitive conflict emerges in European Psychology in the 1970s, particularly from the research of the social psychology school of Geneve, that had a strong diffusion in the following years. This theory represents a neo-piagetian critical view of Piaget’s theory of cognitive development, in the sense that the attention is focused on the role of peer socio-cognitive interaction (specifically in the social confrontations of different points of view) enhancing cognitive growth. The value of the socio-cognitive conflict promoting cognitive development lies in the decentration effect that it produces. According to this view, disturbance resulting from socio-cognitive conflicts gives way to a superior state of equilibrium. The first part of the article focuses on the theoretical and methodological analysis of the concept. In that way, two periods are distinguished in the evolution of the paradigm attending the inclusion of the communicational analysis of the verbal exchange between subjects. Also, this analysis refers to many confusions and misunderstandings in the larger application of the paradigm to psychology and education. The aim of the second part is to present some experimental illustrations produced by the IRICE (CONICET) research team’s work. These illustrations concern three conceptual axes: the application of the paradigm to the development of the formal-logical intelligence, the microanalysis of modalities and types of socio-cognitive conflict, and the extended application of the paradigm to the knowledge learning and conceptual change. The research reported in the first axis concerns the comparison of two experimental conditions: collaborative (dyads) and individual problem solving task (problems of Raven’s test), in a sample of 12-13 year old students. The comparison concerns to the performances both in the experimental treatment and in the individual post-test of equivalent problems applied to all participants. Results show, in both cases, the superiority of the collective condition. The second axis focuses on some studies concerning the modalities and types of socio-cognitive conflicts. Particularly, a system of categories for the analysis of the social behavior of children of different ages (4, 8 and 12 years old) in a block construction task (to build a house) is reported. This system differentiates many kinds of interactional behavior: dissociation, dominance-submission (both lower social coordination), cooperation (implicit and explicit) and collaboration (these three are modalities of higher social coordination). The third axis examines some illustrations referring to the extension of paradigm to the epistemic learning. After some references to the difficulty of this extension to the educational settings, two studies are reported. The first one concerns an experimental comparison between a collaborative learning condition (dyads) and an individual learning condition in university students of Psychology and Physics. Also, two kinds of collaborative learning are considered, one that assures alternating of participation, the incentive of argumentation and the reciprocal evaluation (in other words, the promotion of the socio-cognitive conflict), and one that is carried out without any intervention (spontaneous collaborative learning). Results show the superiority of the promoting socio-cognitive conflict condition upon the others, both in a written production and in individual learning post-tests. In a second research the comparison is between three instructional modalities to teach an epistemic topic: expositive, participative (with teacher’s scaffolding) and collaborative (only peers), in students of the first grade of secondary education (13 years old), in samples taken from two schools. Results for individual learning show that there are not great differences between the three modalities when the initial level (pre-test) of cognitive competence is high, but not if the cognitive level is low; here the collaborative condition (without scaffolding) has many difficulties. Finally, the article presents some general conclusions specifically concerning the socio-cognitive conflict. https://doi.org/10.16888/interd.2022.39.3.16

Active learning in informal learning spaces: science students’ experiences

ABSTRACT In crafting the active learning approach for this study, we leverage on the definition of active learning as a methodology that requires students’ active collaborative engagement and involvement in their own learning and they are held accountable for learning with peers. Building from social interaction, we extend the notion of active learning to include socio-cognitive conflicts and socio-emotional conflicts. Subsequently, the aim of this study is to gain insights into science students’ experiences and perceptions of active learning in informal learning spaces. The current study used a basic qualitative research method involving 29 genetics students.. The data were collected from the 2-hour video recordings and 45-minute semi-structured focus group interviews. The conceptual content analysis approach was used to analyse the data. The results reveal that the higher-performing students are able to regulate the cognitive processes, and to learn effectively in a minimally guided instruction environment outside the classroom by relying on their peers as a reliable source of information. However, the lower-performing students depend on their lecturer to transfer knowledge to them. They do not believe it is possible to learn science from their peers. Probably because they do not know how to learn in a group.

A 2 × 2 model of sociocognitive conflict regulation

While social-cognitive views emphasize the social context in which learning occurs (e.g., Piaget), how incompetent individuals cooperate with their peers remains unclear. In this research, a new type of epistemic regulation, concurrence-seeking epistemic regulation, was proposed, which was hypothesized to be adopted more by low-competence individuals in cooperative contexts. This hypothesis was tested by examining the main effects of perceived competence (high versus low) and social interdependence (cooperation versus competition) on sociocognitive conflict regulation. We aimed to validate a new 2 × 2 model of sociocognitive conflict regulation with dimensions of perceived competence and social interdependence through a randomized experimental design (Study 1: n = 200; Study 2: n = 500) and a field study of undergraduates' small group experiences (Study 3: n = 230). The results generally supported this model with statistically significant main effects of perceived competence and social interdependence as well as construct validity for concurrence-seeking regulation. Specifically, compared to high-competence individuals, low-competence individuals were more likely to use concurrence-seeking regulation; concurrence-seeking regulation was also more used as individuals perceived the context as more cooperative. The results refine the conceptualization of sociocognitive conflict regulation and inform how to support more effective types of conflict regulation.

Social Interaction: A Crucial Means to Promote Sustainability in Initial Teacher Training

This study aims to identify the set of elements in the educational process that affect the creation of a teaching profile consistent with the principles of sustainability. In this research, we focus on identifying those sustainability attributes related to understanding social interaction and its role in the learning process of logical-mathematical knowledge. Social interaction is an essential part of the principle of collaboration. The study participants were 133 future teachers, students of the degree in Early Childhood Education at the Universidad de Cádiz (Spain). Qualitative methods and techniques were used to collect data, and mixed methods and techniques were employed for their analysis. The data relating to the student’s perception of the importance of social interaction in learning were gathered through the final reports produced by the students. The data were processed by classifying them into categories and subcategories. The meaning condensation method used enabled identifying 33 sustainability attributes linked to socio-cultural learning. Those attributes identify and describe the internal dynamics of cooperative learning and show the synergies and interrelationships between social interactions, socio-cognitive conflict and language. The results stress the importance of a meaningful understanding of the role of social interaction in learning in order to promote the principles of sustainability.

Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation

Self-regulated learning rarely happens in isolation and although there is a wide range of evidence that socio-cognitive information may impact decision making and learning, its role in metacognitive self-regulation remains understudied. Thus, we investigated how socio-cognitive information on assumptions and confidence in assumptions of an unknown other in a learning setting affects (1) changes in assumptions (i.e., convergence towards other), (2) perception of the other’s competence, and (3) the search for information (i.e., metacognitive and conflict-based regulation). In our empirical study, N = 60 students first read texts, then judged statements as being true or false and stated their confidence in these assumptions on an integrated confidence/answer scale, were then confronted with bogus information on the supposed answers of another learner (computer generated), and were then asked to (1) re-state their assumptions including confidence judgment, (2) judge the other’s competence, and (3) decide what statements they wanted additional information on. Results showed that learners (1) converged towards the other learner, (2) judged the other’s competence in accordance with the other’s stated confidence, and (3) regulated their learning based on their own (adjusted) confidence rather than on the presence or absence of socio-cognitive conflicts. This suggests that socio-cognitive information can affect how learners metacognitively evaluate own assumptions and thus impact self-regulatory processes, but also that confidence of others affects their perceived competence. Although the direct impact of socio-cognitive conflicts on regulatory processes remains unclear, this study fosters our understanding of self-regulated learning processes within social contexts.

Engineering of Techno-Pedagogical Innovation in Science and Technique of Physical and Sports Activities (Ctsstaps)

In an EPS lesson, the student can learn in three different ways, including learning by doing, observing, or thinking; the last method will be the subject of our study, the objective of which is to show how a debate of ideas (sociocognitive conflict), between a group of students will make it possible to construct learning through the educational mediation of the teacher? So by verbalizing the problems encountered in learning situations and concretizing theoretical behaviors (proceduralization of knowledge), students will be able to learn in an autonomous and responsible manner (self-management). This expected result is one of the purposes of competence-based pedagogy as well as the pedagogical orientations, namely to train a citizen capable of developing powers of analysis and reflection and the ability to adapt (the national charter for education and training) Control groups were planned to facilitate comparison of the results. At the end of the experiment, we noticed that the students in the experienced groups made greater progress than those in the control groups. The progress that has been made by the experienced groups confirms the research hypothesis that the learning built by the students themselves through a collective project based on the verbalization of actions and problem solving is not only more profitable for the students but also for the teacher

A socio-cognitive approach to leading a learning project team: A proposed model and scale development

This article proposes a theoretical model and measurement scale for leading a learning project team. While leadership is largely recognized as one of the most important mechanisms for transferring learning from individuals to projects, there lacks a succinct measurement scale for project members to report on project leaders’ behaviors that promote collective learning in projects. Drawing from rich theories on multilevel learning, socio-cognitive conflicts, and leading diversity, we develop a measurement scale that captures project members’ experiences of how their leaders (a) support the identification and communication of project members’ individual mental models, (b) support the resolution of differences in mental models among project team members, and (c) create opportunities and time for team members to interact with others outside the project team. Collectively, these three dimensions form a new scale for leading a learning project team. We cautiously conclude sound psychometric measurement properties from an initial sample of 94 valid responses to a questionnaire distributed to project members through international professional project management networks. This study highlights the multi-level nature of leading a learning project team and provides tentative empirical support for the reflective three-dimensional scale predicting learning in project teams better than transformational leadership.

Developing an inclusive curriculum: Understanding co-creation through cultural lens

ABSTRACT Global exigency towards more inclusive practices in higher education institutions (HEIs) has markedly accelerated institutional reforms. This qualitative research aims to explore the idea of co-creating curriculum from the cultural lens of Asian HEIs. A total of twenty (n = 12 females and n = 8 males) undergraduate students volunteered to actively co-create curriculum with a group of lecturers. Their experiences and views towards this approach were gathered from several focus group interviews. The interview data were analysed using hybrid thematic analysis. Findings revealed three overarching themes: (1) existence of socio-cognitive conflicts, (2) pseudo-involvement and (3) positive outlook. These findings indicate complex interactions between Asian students’ cultural orientation, their belief systems as well as their willingness to be actively involved in co-creating curriculum. Following this, a comprehensive understanding of how culture adapts to the idea and practices of co-creating curriculum is presented. This research subsequently offers several practical implications for Asian HEIs to implement co-creating curriculum more effectively. By highlighting the importance of understanding students’ culture, this research concludes that co-creating curriculum is a promising approach for Asian HEIs to develop a more inclusive higher education curriculum.

Social and cognitive dimensions of collaboration in informal learning spaces: Malaysian social science students’ perspectives

ABSTRACT The purpose of the present study is to attain a better understanding of Collaborative Learning in Informal Spaces (CLIS) by addressing the nature of learning activities that will trigger socio-cognitive conflicts and the kind of socio-emotional challenges experienced in CLIS. To this end, research was conducted over four weeks where tasks were divided into pre-CLIS, during CLIS session and during CLIS presentation. The data in the form of video-stimulated semi-structured interviews were collected from 20 Year Two Gender Studies students of Monash University Malaysia. Based on the data collected, the students were divided into the Effective Learning Group (ELG) and the Lees Effective Learning Group (LELG). Consequently, the interview data were transcribed and analysed using the framework method as a form of thematic analysis. The results reveal that the LELG students require additional assistance from the lecturers and peers to overcome the pre-CLIS learning activities challenges. Further, ELG students are better at coordinating team members’ understandings leading to mutually shared cognition. Worthy of note is that the LELG students need to accept the fact that in collaborative learning, a socio-emotional atmosphere is strongly present and they have to learn to regulate the conflict rather than avoiding it.

Interpersonal predictors and outcomes of motivational profiles in middle school

The purpose of this study was to identify sixth graders' motivational profiles based on achievement goals and self-efficacy (n = 275) and to examine how these profiles relate to students' attitudes about social interdependence (cooperation, competition) and socio-cognitive conflict regulation (epistemic, competitive-relational, protective-relational). Latent profile analysis identified four profiles—(1) low mastery-approach goals with average other scores (Low Mastery), (2) high scores on all variables (High All), (3) high self-efficacy and mastery-approach goals (High Self-efficacy and Mastery), and (4) average scores on all variables (Average All). As expected, cooperative attitudes predicted greater likelihood of membership into profiles with higher mastery-approach goals and self-efficacy. The High Self-efficacy and Mastery profile showed the lowest level of less adaptive conflict regulation (competitive-relational and protective-relational regulations). Results highlight the importance of promoting students' cooperative attitudes, which are conducive to forging positive motivational profiles and thereby minimizing the use of relational regulation.

Два подхода к проблеме развития в контексте социальных взаимодействий: Л.С. Выготский vs Ж. Пиаже

The article is devoted to the problem of development and learning in the context of social interactions. This question is investigated on the basis of the analysis of the theoretical views of L.S. Vygotsky and J. Piaget. Both J. Piaget and L.S. Vygotsky substantiated the impact of social interactions and socialization on the development of the child’s thinking, and emphasized the close connection between the development of the child and the forms of interaction between the child and adults, as well as with other children. Two different approaches to understanding the child’s developmental paths are considered in the paper: one — from the individual to the social (J. Piaget) and the other — from the social to the individual (L.S. Vygotsky). Two different developmental mechanisms, based on the interactions and relationships of the participants of the social situation, are discussed: “socio-cognitive conflict” (J. Piaget) and “emotional-semantic” (“affective-semantic”) conflict (L.V. Vygotsky). Two possible models of designing educational environments, effective for the development of children in the learning process, are described in the paper: a model based on role exchanges and children’s cooperation (“School of J. Piaget”), and a model, based on developing forms of child-adult communities and activities (“School of L.S. Vygotsky”).

La dissonance cognitive et disciplinaire de la psychanalyse

ContextSince the founding of the discipline, psychoanalysis has been the subject of dissensions, conflicts, and ruptures that have had a considerable impact on disciplinary and group cohesion, on theoretical constructs, and even on individual constructions during treatment. The defence mechanisms used at the group level, in intra- and intergroup relationships, suggest the existence of a problem of boundaries. The presence and the effects of cognitive dissonance and sociocognitive conflicts (concepts from social psychology) have never been studied in relation to the organization of psychoanalysis. One of the main dissonances seems to be generated by the confrontation of psychoanalysis with scientific theories and, more broadly, with pluridisciplinarity. ObjectiveThis analysis aims to provide transdisciplinary answers to a series of questions regarding implicit cognitive dissonance, its consequences, and its theoretical and clinical resolution in psychoanalysis. MethodWe based this work on the cross-examination of testimonies, of critical points of view of psychoanalytic psychopathology, and of theories exploring models related to dissonance and sociocognitive conflict in social psychology. ResultsThis research highlights that psychoanalytical “suffering” is evident both in successive conflicts and in the marginal place occupied by psychoanalysis in society and in academic circles. Reputable psychoanalysts who are members of recognized psychoanalytical societies underline the totalitarian, dogmatic, and sectarian functioning of these societies, as well as their impermeability to third parties; the organizational life of psychoanalysis is understood here as doubly paradoxical and based on a twofold limit. The hypothesis of a psychoanalysis of limits is explored using the structural and psychodynamic models proposed by psychoanalytic theory; our research reveals the flaws and defences associated with this type of organization. Social psychology provides a key to understanding the relationship between difficulties related to boundaries and beliefs, and their consolidation as a resolution of both conflicts and cognitive dissonance. ConclusionThe author suggests the development of a theoretical and clinical model for the reconstruction of the individual at the intersection of holistic, bio-psychosocial, and even environmental perspectives, making it possible to capture all the interactions that constitute a primary and more current subjective history. The reduction of cognitive dissonance and the development of a permeable epistemic and social boundary in the psychoanalytic realm have a series of advantages, including: the creation of a logical (scientific) boundary protecting the therapeutic setting from the folie à deux and its excesses; better access to the discipline; the possibility of fruitful interdisciplinary dialogues; the reduction of intra- and intergroup conflicts, etc.

Adding virtual reality to the university self-access language centre

AbstractImmersing students in communicative situations facilitates learning, engages emotions, and fosters socio-cognitive conflicts leading learners to develop abilities (Dewaele 2010; Bourguignon 2006; Privas-Bréauté 2017). In this context, the UFR Lansad – languages for the specialists of other disciplines – in charge of language teaching policy for non-specialist students at the University of Lorraine (France) opened a virtual reality (VR) space in which experimentations are carried out. Researchers intend to study how VR might support second language development and contribute to enhance students’ cultural awareness. To do so, VR workshops are offered, VR sessions with student teachers implemented and an international collaboration experimentation in English for Specific Purposes (ESP) is under way. Although learners’ reactions and feedback are very positive, the first implementation of the new VR space leads us to understand that VR and its pedagogical uses might suffer from some flaws.RésuméImmerger les élèves dans des situations de communication facilite l’apprentissage, engendre les émotions et favorise les conflits socio-cognitifs amenant les apprenants à développer leurs capacités (Dewaele 2010; Bourguignon 2006; Privas-Bréauté 2017). Dans ce contexte, l’UFR Lansad – langues pour les spécialistes des autres disciplines – en charge de l’enseignement des langues pour les étudiants non spécialistes à l’Université de Lorraine (France) a ouvert un espace de réalité virtuelle (VR) dans lequel des expérimentations sont menées. Les chercheurs ont l’intention d’étudier comment la réalité virtuelle pourrait soutenir le développement d’une langue seconde et contribuer à améliorer la conscience culturelle des étudiants. Pour ce faire, des ateliers de réalité virtuelle sont proposés, des sessions de réalité virtuelle avec des futurs enseignants sont mises en place et une expérimentation de collaboration internationale en anglais à des fins spécifiques (ESP) est en cours. Bien que les réactions et les retours des apprenants soient très positifs, la première mise en oeuvre du nouvel espace de réalité virtuelle nous a amenés à comprendre que la réalité virtuelle et ses utilisations pédagogiques pourraient présenter certains défauts.

SOCIO-COGNITIVE CONFLICT AS AN EDUCATIONAL FACTOR IN ACQUIRING NEW KNOWLEDGE AND SOCIAL REPRESENTATIONS: PUBLIC HEALTH STUDY CASE

This article is aimed to analyse socio-cognitive conflict as an educational factor in the context of learning and education. For a long time, socio-cognitive conflict had been recognised as a negative factor in a learning or study process. Actually, a positive attitude toward the phenomenon was formed as late as in recent decades – thenceforth, socio-cognitive conflict is claimed to be a positive phenomenon provided that a teacher is able to and knows how to control it, so that to make it a learning incentive, an epistemological source of new knowledge and social representations. The analysis of socio-cognitive conflict and a study of students’ and teachers’ attitudes might help to provide a more comprehensive answer to the following problematic questions: how to perceive and explain the idea of socio-cognitive conflict, its educational importance in the context of learning and education? What are the conditions for a positive solution of socio-cognitive conflict? What is the role of socio-cognitive conflict in a learning or study process? Thus, a goal of the article is to reveal the essence of socio-cognitive conflict and aspects of control thereof in the learning situation from the point of view of students and teachers. The article consists of two parts: the first part addresses a theoretical discourse of the concept of socio-cognitive conflict, and the second part is dedicated to empirical research, i.e., study of an attitude of teachers and students toward the socio-cognitive conflict as a source of new knowledge and social representations.