Teaching and learning science as argument

Abstract The concept of science as argument, and the view that engaging in scientific argumentation should play a key role in science education, has become widely endorsed. The case is made here that this objective will be enhanced by broad understanding of the nature of argument skills and their directions and patterns of development. A line of research directed to this goal is described. © 2010 Wiley Periodicals, Inc. Sci Ed 94 :810–824, 2010