The role of the teacher is crucial in creating interactive social learning contexts within the class of students that lead to oppositions and contrary ideas between them. In order to trigger sociocognitive conflicts, „he must assume a moderating role, to be the one who raises doubts and questions, which incites to discussions, to serious contradictory debates; he must express his own opinions, divergent points of view, encourage students to find arguments and counter-arguments, convincingly defend them, develop controversies and conduct in a constructive manner his structured intervention to get everyone engaged students in the activity of the class, to become a facilitator, a coach, more than a distributor of knowledge” [1].