摘要：AbstractThe present study aims to analyze the effects of educational and educational-training in the use of socio-cognitive conflict to optimise students future teachers learning. The main research methods used in the experimental research conducted were: inquiry-based questionnaire, test knowledge, pedagogical experiment, psycho-analysis of students’ work.Formative experiment consisted in the use of models and strategies for encouraging socio-cognitive conflict, in the learning of the students. To establish the statistical relevance of the obtained results, we use the Z test. The obtained values,at a significance threshold of 0.1, have confirmed the effectiveness of the proposed arrangements.
