“…Several scholars in the field of Science Education have investigated the argumentation of teachers (e.g., Simon et al, 2006;Lourenço & Queiroz, 2020) and students (e.g., Venville & Dawson, 2010;Ogan-Bekiroglu & Eskin, 2012;Martins & Justi, 2019). However, there are still only a few studies on the teaching knowledge of argumentation demonstrated by pre-service teachers in their initial training in science programs, in which argumentation has been explicitly approached, that is, with clear guidelines regarding this scientific practice throughout a discipline or a course (e.g., Zembal-Saul, 2009;Ibraim & Justi, 2016).…”