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There is agreement within the science education community on the contributions of argumentation about socio-scientific issues (SSI) to scientific literacy and to the development of critical thinking (Kolstø, 2006). SSI involves scientific arguments in addition to political, personal or ethical questions about what action to choose (Kolstø, 2006). It is suggested that argumentation about SSI makes scientific learning meaningful, as it provides a context that connects science with everyday problems where citizens are expected to make decisions, and requires taking an active role to solve controversies. Argumentation in these contexts involves not only applying scientific knowledge, but also developing an independent opinion in order to critically examine scientific claims and arguments, in other words, becoming a critical thinker (Jiménez-Aleixandre & Puig, 2010).