The searching for better classroom practices and environments that enhance learning, led us to the establishment of a didactical sequence whose purpose is the development of superior and critical thinking skills. As a consequence, we present a didactical sequence called “Inquiry for the development of thinking skills supported on the cognitive conflict”. It was the product of a research work on Masters in University Teaching and it has the purpose of contributing to the improvement of the natural science teaching process. The proposed sequence takes into account a reconstructive and innovative didactical nature since when classes are assumed as hypothesis; they can be tested only under a dialectical and dialogical teaching perspective. The sequence allows students to gradually formulate their own hypothesis, argue and face them through experimentation with material of easy usage and attainment.