The use of argumentation in science teaching: An exploratory study

Abstract

Since the 1990s, there has been consensus about the relevance of argumentation for science teaching. However, although many studies have sought to study argumentation in the science classroom, most of them have been small in scale. This article presents an exploratory video study that aims to identify key dimensions to understand argumentation in science teaching, which can be useful in future large-scale studies. Three teachers (one male) from two State-subsidized schools participated. Eight lessons were video-recorded and analysed (grades five and seven). Results show that in order to grasp argumentation in science teaching it is important to take three dimensions into account: conceptual level, argumentative structure, and type of interaction.