“…The teaching of argumentation, in which students need to build arguments by considering evidence and counter evidence, using appropriate reasoning, and evaluating alternative standpoints, has become increasingly prevalent and also an essential goal for science education (Duschl, Schweingruber, & Shouse, ; Moon, Stanford, Cole, & Towns, ; Osborne et al, ). It has been reported that argumentation is rarely found in the science discourse of most students, because regular classroom discourse typically follows a pattern in which the teacher initiates discussion by using a question with a known answer, the students respond to the question, and then the teacher evaluates the students' responses (Driver, Newton, & Osborne, ; Kilinc, Demiral, & Kartal, ; Lemke, ).…”