Abstract
This collaborative action-research project brings together teachers from a high school practicing a pedagogy based on cooperation and two researchers. Its aim is to study what types of conflicts appear in cooperative classes when students are confronted with problem-solving tasks. After outlining the theoretical framework and methodology of the research, we described the proposed situation, its preparation and presentation, and the course of the session, including a group work protocol drawn up by the teaching team. These elements were then analyzed collaboratively and discussed by the researchers. The results show that the conditions for socio-cognitive conflict were not met for all students, but that the learning objectives were achieved. Adjustments to the group work protocol are envisaged, as is the profitability of experimenting with other pedagogical scenarios.