Introduction

Abstract

In recent years argumentation has emerged as one of the major topics of discussion among science educators and researchers. There is a firm belief that fostering argumentation in learning activities can develop students' critical thinking and reasoning skills. In addition argumentation can help students in knowledge integration and complex meaning making. Some have an opinion that to engage students in scientific argumentation, students need to get involved in dialogic and collaborative inquiries. The consensus among educators is that student engagement in scientific argumentation needs to play a critical role in the education process. Recent analysis of research trends in science education indicates that the research topic of argumentation is the most prevalent in the literature. This book attempts to consolidate the contemporary thinking and research efforts in the role of scientific argumentation in education.