ABSTRACT
The importance of argumentation in science education and the interest of engaging students in this practice are being increasingly acknowledged. This chapter discusses research findings about argumentation in biology education. First, we address the characterization of argumentation, framed as a scientific practice, how it relates to biological knowledge, and the relevance of different discursive contexts; in the second and third sections, we address questions related to why and how to engage students in argumentation in biology, and how teachers can support this engagement. The last section summarizes recent trends in connection with socioscientific issues (SSIs) and responsible citizenship.
