Previous studies have focused on students’ scientific argumentation skills, but few studies have proposed an instructional model for specifically developing these skills by creating a supportive class

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• A Socioscientific Perspective in Education: Evaluation of the Informal Reasoning Processes of Science and Art Center Students on “Carbon Footprint” (2026) · doi

  Based on the findings of the study, it is considered that students’ critical thinking and argument development skills should first be strengthened in order to improve informal reasoning skills. This is because the results of the study revealed that while students were able to justify their own views, they were more limited in critically analyzing opposing views and generating rebuttals to these views. In this context, it can be suggested that more in-class activities and practices that support students’ critical thinking, evaluation of opposing views, and development of rebuttal-based arguments should be included in instructional processes. In addition, it is thought that project-based studies grounded in socioscientific issues, discussion- based learning environments, and problem-based learning practices will be effective in developing students’ abilities to compare different perspectives and think multidimensionally. In particular, through structured discussions and argumentation-focused activities, students should be encouraged not only to defend their own views but also to question and justify the refutation of opposing views. Considering that students were able to produce social and science- or technology-oriented arguments more limitedly in areas requiring technical and scientific knowledge such as energy, transportation, waste, food, and water related to carbon footprint, it is important to provide more in-depth and contextualized content instruction on these topics. Presenting such content in relation to socioscientific contexts may contribute to students’ integration of scientific knowledge into their reasoning processes. In addition, it is considered necessary to design learning activities that specifically target these types of reasoning. In this context, scenario- based activities that include dimensions such as human health and societal issues may increase students’ diversity of reasoning. Finally, it is of great importance to support teachers through in-service training so that they can effectively implement argumentation processes based on socioscientific issues in the classroom. Teachers’ acquisition of competence in argumentation-based instructional strategies will contribute to students’ development of more qualified and higher-level informal reasoning skills.

  Keywords: students based views reasoning activities development skills opposing processes socioscientific issues learning argumentation considered critical
• The Effect of the Flipped Classroom Model and the Argumentation-Based Learning Model on Students' Academic Achievement and Attitudes toward the Social Studies Course (2026) · doi

  Based on the findings of this study, both the flipped classroom model and the 14 argumentation-based learning model can be used as student-centered alternatives in social studies teaching. Teachers may integrate short instructional videos, classroom discussions, evidence-based argumentation tasks, and collaborative activities to support students’ academic achievement and engagement. In-service training programs may be organized to help social studies teachers design and implement these models effectively. Particular attention should be given to planning age-appropriate digital materials, managing classroom discussion, and guiding students in constructing evidence-based arguments. Future studies should examine these models with different grade levels, learning areas, and longer intervention periods. Researchers are also encouraged to report effect sizes and to support quantitative findings with qualitative data in order to provide a more comprehensive understanding of how these instructional models influence learning processes. In addition, future comparative studies may examine whether the effects of flipped learning and argumentation-based learning vary according to learner autonomy, digital access, classroom discussion quality, and students’ prior achievement levels (Jang & Kim, 2020; Ünsal, 2018). J. Comp. Educ. Res, 14, e2614034 https://doi.org/10.18009/jcer.1761175 Seçgin & Polat

  Keywords: based learning classroom argumentation students models flipped model social teachers instructional evidence support achievement digital
• Developing scientific argumentation strategies using revised argument-driven inquiry (rADI) in science classrooms in Thailand (2019) · doi

  Previous studies have focused on students’ scientific argumentation skills, but few studies have proposed an instructional model for specifically developing these skills by creating a supportive classroom atmosphere that considers factors that may influenced on students’ ability to successfully enact argumentation practices.

  Keywords: students argumentation skills previous focused scientific proposed instructional model specifically developing creating supportive classroom atmosphere