From a brief overview of research studies using argumentation as an analysis tool of science discussions in classrooms, we examine the theoretical assumptions that underlie such studies and their importance for understanding the process of building up scientific knowledge. Limits and possibilities of the frameworks used in these studies emerged from this brief overview. Then, we present our criticisms and build our alternative proposal for the study of argumentation where, in addition to the structure and quality of the final product, the argumentation process and the multiple and continued interactions that promote argument construction are also considered.
Argumentation; Science Education; Research Methodology