Science education plays a key role in helping students to become responsible citizens, capable of making appropriate decisions based on scientific information, participating in discussions on socio-scientific issues (SSIs), and taking action in the context of climate change. Thus, achieving scientific literacy in general and practising scientific argumentation skills – as part of scientific literacy – in particular, are essential. Therefore, the pilot study presented here focusses on improving upper secondary students’ (ISCED 3) scientific argumentation skills by implementing Toulmin’s Argumentation Pattern (TAP) in the chemistry classroom. We focus on chemistry education to better understand subject-specific argumentation in chemistry classrooms. This pilot study is part of an interventional study that aims to implement TAP as a construction mechanism to improve students’ scientific argumentation skills. Our study is embedded in the SSI of human-induced ocean acidification. In order to gain insight into students’ scientific argumentation patterns and develop adequate teaching materials, we asked 29 upper secondary students to write well-founded arguments to confirm a claim about calcification of coral skeletons made in a newspaper headline. Students’ arguments were constructed prior to and following the provision of support material based on TAP. These arguments were analysed with regards to their formal quality using qualitative content analysis. Our findings indicate that TAP aligned well with our participants’ intuitive arguments. We discuss our findings and propose how using TAP can contribute to teaching and learning chemistry-specific argumentation skills.
Dachauer J. & Lembens A., 2026. Deep dive: evaluating students’ use of Toulmin’s argumentation pattern in chemistry classrooms for constructing scientific arguments about ocean acidification. In: Bruun J. & Kersting M. (Eds.). PROCEEDINGS OF ESERA 2025: Transitions in Science Education: Sustainability and Digital Advances, pp. 591-597. Chapter.
