Mathematical ideas are developed and spread during argumentative whole class discussions between a teacher and her students. The goal of the current study is to characterize how ideas about quadratic functions emerge and are spread during a whole-class discussion among ninth graders. To this end, we recorded both discussions between pairs of…

Tasks that require students to construct examples that meet certain constraints are frequently used in mathematics education. Although examples do not serve as proofs for general statements, they have a supporting role in the preliminary stages of making sense of a certain mathematical phenomenon as well as in the development of argumentation. We…

This article presents a case study of two Grade 5 boys' argumentation concerning addition and subtraction of negative numbers while using an interactive tablet-based application simulating positive and negative tiles. We examine the properties of integers they conjectured, and the kinds of evidence and arguments they used to support their…

Socio-scientific argumentation (SSA) is increasingly being recognized as a key aspect of scientific literacy. Much of the reason for this is that this skill is crucial for helping students to become active participants in twenty-first-century democratic societies in which the construction of informed and critical views of socio-scientific issues…

Engaging in argument from evidence is a fundamental science practice. However, preservice elementary teachers have difficulty constructing arguments. They need effective experience with argument construction in science. Written argumentation is crucial in the process of science learning. One of the approaches for learning science through…

Toulmin's argumentation model is an effective tool in the description of one step of an argument. However, there is a need to consider more than this model to portray a comprehensive argumentation process. The purpose of the study is to investigate types of global argumentation structures that emerged while prospective middle school mathematics…

The present study analyzed the structural and the content complexity of 76 preservice science teachers' socioscientific argumentation in the context of a mandatory COVID-19 vaccination. Data were analyzed within the methodological frame of qualitative content analysis. Concerning the structural complexity, the participants' socioscientific…

The present study investigated if the argument-driven inquiry (ADI) model with embedded explicit-reflective teaching of NOSI improved pre-service science teachers' (PSTs) comprehension of the nature of scientific inquiry (NOSI). The study employed the qualitative experiment method with 16 PSTs. The PSTs working in small groups conducted seven ADI…

This study aimed to determine the effect of the model-based science writing heuristic (M-SWH) approach on students' conceptual understanding and construction of model-based argumentations in elementary school science. Participants (N = 107) were students enrolled in 4 fourth-grade classes of a public elementary school. Two classes were assigned as…

Collaborative mathematical argumentation plays an important role in mathematics education. However, students often focus on the efficiency of solving problems and neglect the importance of expressing statements and reasoning in the collaborative argumentation process. Due to the weak knowledge changes in group argumentation, students' learning…

The quasi-experimental, two-group (treatment and comparison), pretest--posttest study of metacognition, epistemological beliefs, and science content achievement explored the effectiveness of argument-based inquiry (ABI) instruction as opposed to traditional teacher-directed lectures and structured activities. Participants included 60 eight-grade…

In order to participate proficiently in mathematical activity, a student needs to become fluent in both mathematical sign activity and speaking about the activity with signs. From the theoretical viewpoint of the philosophers Wittgenstein and Peirce, on the one hand, mathematics is seen as a sign game, while on the other hand experiments with…

The purpose of the study was to investigate the relationship between high school students' understandings of aspects about nature of science (NOS) and their argumentation skills, particularly whether informed conceptions of NOS contribute to better argumentation skills. Participants, a total of 125 Grade 10 students, responded to an open-ended…

Studies in science education have explored contextual features that facilitate students' active participation in discussion in argumentation activities. Based on this literature, we aimed to explore students' practices as they shifted their epistemic practices from unproductive to collaborative meaning-making discussion in an argumentation…

This quasi-experimental mixed-methods design examined the effects of a Modified Argument-Driven Inquiry (MADI) on elementary school boys' and girls' engagement in learning science (ELS) and performance of argumentation. Thirty-two children were randomly selected to participate in a two-semester 24-h intervention, forming an experimental group (EG,…