Effective science education draws on many different ways of teaching science. The literature on science education documents some potential benefits of argumentation instruction as a powerful tool for learning science and maintaining wonder and curiosity in the classroom. Unlike expository teaching, which relies on a teacher-driven pedagogy in which students accept the teacher’s authority over any content to be justified a priori, argumentation teaching allows students to focus on the importance of high-quality evidence for epistemic knowledge, reasoning, and justification. Using a quasi-experimental design, two study groups of undergraduate student teachers were exposed to two different learning conditions, the Exp-group with dialogic argumentation instruction (DAI) and the Ctrl-group with expository instruction. Each group received the same science content twice a week for 12 weeks (2 h per lesson). Pre- and posttests were administered to collect data. One-way MANCOVA with the pretest results as covariates showed that the instructional approaches (Wilk’s Λ = 0.765, p < 0.001) had a significant effect on the tested variables after the intervention. A pairwise comparison of performance indices between the two study groups revealed that the exp-group was better able to evaluate alternative solutions and defend arguments for collaborative consensus on unstructured scientific problems. This suggests that dialogic argumentation instruction can be used to help students improve their scientific reasoning, thinking, and argumentation skills, which are required to solve problems involving scientific phenomena.

有效的科学教育借鉴了许多不同的科学教学方法。有关科学教育的文献记录了论证教学作为学习科学和在课堂上保持好奇心和好奇心的强大工具的一些潜在好处。与说明性教学不同的是，说明性教学依赖于教师驱动的教学法，学生接受教师对任何先验论证内容的权威，论证教学使学生能够关注高质量证据对认知知识、推理和论证的重要性。 。采用准实验设计，本科生教师的两个研究组接受了两种不同的学习条件，即Exp组采用对话论证教学（DAI），Ctrl组采用说明性教学。每组每周两次接受相同的科学内容，持续 12 周（每节课 2 小时）。进行前测试和后测试以收集数据。以预测试结果作为协变量的单向 MANCOVA 显示，教学方法（Wilk's Λ  = 0.765，p  < 0.001）对干预后的测试变量有显着影响。两个研究组之间绩效指数的成对比较表明，实验组能够更好地评估替代解决方案并为非结构化科学问题的协作共识辩护。这表明对话论证教学可以帮助学生提高解决涉及科学现象的问题所需的科学推理、思维和论证技能。