“…Researchers such as Zohar and Nemet (2002), Kelly and Takao (2002), Schwarz et al (2003), Lawson (2003), Sandoval (2003), and Erduran et al (2004) developed different models for analyzing scientific argumentation in science education. However, in many studies conducted in science education in Turkey, it is seen that Toulmin's model is mostly used (e.g., Karakaş & Sarıkaya, 2020;Seçkin Kapucu & Türk, 2019;Tozlu, et al, 2019;Tüzün et al, 2019;Ural et al, 2020). In this study, too, Toulmin's model is used, because in Toulmin's model, since the argument is molded in a certain way, the understanding, analysis and evaluation of the argument are facilitated (van Eemeren et al, 1996).…”