© 2007

Argumentation in Science Education

Perspectives from Classroom-Based Research

  • Sibel Erduran
  • María Pilar Jiménez-Aleixandre


  • The first book on argumentation in science education

  • Interest of researchers in argumentation is increasing, as evidenced by number of papers in journals and conferences, and by doctoral dissertations on the subject

  • Brings together leading international experts in the field of argumentation in science education from around the world

  • Includes both theoretical and empirical perspectives

  • Covers a range of aspects of argumentation including methodological, cognitive, epistemological and moral perspectives

  • Brings together international perspectives including classroom-based research from Norway, Israel, USA, France, Spain and United Kingdom


Part of the Science & Technology Education Library book series (CTISE, volume 35)

Table of contents

  1. Front Matter
    Pages i-xv
  2. Argumentation Foundations

    1. María Pilar Jiménez-Aleixandre, Sibel Erduran
      Pages 3-27
    2. Merce Garcia-Mila, Christopher Andersen
      Pages 29-45
    3. William A. Sandoval, Kelli A. Millwood
      Pages 71-88
  3. Research on Teaching and Learning Argumentation

    1. María Pilar Jiménez-Aleixandre
      Pages 91-115
    2. Stein Dankert Kolstø, Mary Ratcliffe
      Pages 117-136
    3. Gregory J. Kelly, Jacqueline Regev, William Prothero
      Pages 137-158
    4. Richard A. Duschl
      Pages 159-175
  4. Argumentation in Context

    1. Laurence Simonneaux
      Pages 179-199
    2. Douglas B. Clark, Karsten Stegmann, Armin Weinberger, Muhsin Menekse, Gijsbert Erkens
      Pages 217-243
  5. Back Matter
    Pages 269-294

About this book


This book brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues.

This volume constitutes a unique collection and covers fundamental issues in argumentation such as cognitive, methodological and epistemological aspects; classroom-based research in teaching and learning of argumentation in science classrooms; and argumentation in context such as in socio-scientific and moral contexts. The book’s underlying premise is that argumentation is a significant aspect of scientific inquiry and plays an important role in teaching and learning of science. Argumentation also contributes to the agenda of informed citizenship where students are encouraged and supported in evidence-based reasoning in their everyday lives.

"Arumentation appeared as a major theme in science education research during the mid-1990s. Since that time, researchers working on themes such as the nature of science in science education, science education for citizenship, and language in the science classroom have all addressed argumentation in their work. This book brings together key lines of work and key scholars, presenting a state-of-the-art review of argumentation in science education."

Professor John Leach
The University of Leeds, UK


Argumentation Educational Research Epistemology of science Scientific reasoning calculus education morality nature science science education

Editors and affiliations

  • Sibel Erduran
    • 1
  • María Pilar Jiménez-Aleixandre
    • 2
  1. 1.University of BristolUK
  2. 2.Universidade de Santiago de CompostelaSpain

Bibliographic information


From the reviews:

“Argumentation in Science Education … is a comprehensive and authoritative handbook on ‘school scientific argumentation’ … . The book is principally aimed at researchers in didactics of science … . The book comprises theoretical, empirical, and practical approaches that have clear implications both for analyzing and for fostering argumentation processes in the science classrooms of all educational levels, including teacher education. … provides the readers with many powerful ideas that could eventually be inspected in subsequent investigations.” (A. Adúriz-Bravo, Science & Education, September, 2010)