To remain competitive in an innovative world, American classrooms are promoting careers in science, technology, engineering, and mathematics (STEM) by utilizing the Next Generation Science Standards (NGSS). Students are engaged in inquiry by applying scientific practices like argumentation. However, science teachers are finding it difficult to…

Despite broad consensus on the value of classroom dialog for promoting scientific argumentation, tensions have emerged in the literature regarding the degree to which teachers should guide the dialogic process (dialogic stance). We use the lens of responsive teaching to examine how one teacher adjusts his instruction to foster dialog in three…

The paper reports how a teacher and her students use drawings as a resource for observations and how such observations are connected to different epistemic practices in science lessons. Interactional data in a 1st grade classroom were analyzed based on Ethnography in Education. Results show that the use of drawings materialized children's…

Instructional explanations are sometimes viewed as part of a nonconstructivist, solely teacher-centered learning environment, leading to the perception that they are ineffective or inappropriate for teaching science. Consequently, teacher education programmes seldom focus on preparing teachers to explain scientific concepts effectively.…

Students with disabilities (SWD) have consistently been excluded in science in science classrooms. As inquiry-based instruction is the preferred method of science instruction, finding the best ways to teach using inquiry as an inclusive methodology is essential. The Science Writing Heuristic (SWH) is an argument-based inquiry approach that has…

Effective science education draws on many different ways of teaching science. The literature on science education documents some potential benefits of argumentation instruction as a powerful tool for learning science and maintaining wonder and curiosity in the classroom. Unlike expository teaching, which relies on a teacher-driven pedagogy in…

This study aims to develop a structured scaffolding-guided inquiry (SSGI) learning model that is oriented toward nurturing argumentation skills to solve complex problems. Test the effectiveness of the SSGI model in improving students' argumentation skills to solve complex problems. This research is development research that refers to Dick and…

This study analyzes the potential of group-based negotiation processes based on changes in reasoning and argument weighting for a socioscientific issue (SSI) in biology classes. In the corresponding pre- and post-study, students were encouraged to reason and weight arguments about the conservation of local biodiversity before and after a…

The study investigated the influence of a connected learning approach for explicit nature of science (NOS) instruction and explicit argumentation instruction, in comparison with a non-connected approach, on students' NOS conceptions and argumentation skills. Participants comprised 42 students enrolled in two sections of grade 10 that were randomly…

This study seeks to understand why dialogic argumentation has not been adopted as a legitimate means of instruction by science teachers. To answer this question, this qualitative case study examines the mutually constitutive relationships between macrolevel phenomena, such as the taken-for-granted institutional mandates that teachers and schools…

The paper examines how science teachers' instructional adaptations to Toulmin's Argumentation Pattern (TAP), made during the first time the framework is introduced to students as a learning heuristic for structuring their arguments, could contribute to the way the quality of students' arguments is evaluated. We first depict these adaptations, that…

In theory, there is broad agreement among science education stakeholders that supporting the achievement of scientific literacy is crucial for citizens to make informed and critical decisions about socioscientific issues (SSI). Likewise, it is widely held that argumentation is an important component of scientific literacy. In practice, however,…

The study explored the impact of peer critiquing on preservice teachers' understanding of the nature of science, scientific inquiry, and argumentation in an undergraduate science content course. The aim was to investigate innovative teaching strategies that enhance preservice teachers' comprehension of these key aspects. This study showcased…

Argumentation is central to science learning. Students in every domain of science should have the opportunity to develop the ability to think and act in ways associated with argumentation. When engaged in argumentation, students learn how to puzzle through problems, to see multiple ways of finding solutions, to gather and evaluate evidence on…

Argumentation activities in the science classroom bring students' social relationships to the forefront, which can make it difficult for a student who is marginalized in peer relationships to participate in discussions. In this study, we qualitatively analyzed how a marginalized student's attempts to position himself as an accepted member of…