A model for teaching argumentation in science class

Francisco Javier Ruiz Ortega, Oscar Eugenio Tamayo Alzate, Conxita Márquez Bargalló

Research output: Contribution to journalArticleResearchpeer-review

11 Citations (Scopus)


Argumentation in science is a dialogic process and a fundamental tool for the co-construction of more meaningful understandings of the concepts discussed in class. Therefore, it is one of the responsibilities to be assumed explicitly in science teaching and learning. The central aim of our research is to propose a model for teaching argumentation in science. We have collected and analyzed qualitatively information from a teacher who participates in a critical reflection process on argumentation and her own performance. The findings evidence how important it is for teachers to deepen their knowledge of epistemological, conceptual and teaching aspects, which are key to a model for teaching argumentation in science. Similarly, we show how identifying these aspects both in the teacher's thought and performance, and the relationship between them, allows constructing a model for teaching science argumentation.
Original languageEnglish
Pages (from-to)629-646
JournalEducacao e Pesquisa
Issue number3
Publication statusPublished - 1 Jan 2015


  • Argumentation in science
  • Teachers' performance
  • Teachers' thought
  • Teaching models


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