Written argumentation research in English and science: a scoping review

Abstract

Scientific literacy requires students to generalise their scientific understanding to contexts beyond the classroom and engage in effective communication. An interdisciplinary approach with the curriculum areas of science and English could address the increasingly complex and multidisciplinary needs of future citizens. This scoping review targets research concerning written argumentation, which is typically positioned as an educational goal or demonstration of learning in English and science education. The systematic literature search process yielded a total of 260 research outputs, with a total of approximately 54,233 participants included across all outputs. Research themes in science written argumentation research were frequently related to content, scaffolding, and instructional style, while English written argumentation research had a more even distribution of research interests, showing a slight inclination for student characteristics and genre. It is clear that argumentation in science education should move beyond a purely objectivist emphasis on facts to a fuller consideration of perspectives, norms, and rhetorical features in English argumentation to further improve the collective scientific literacy of our learners.