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Teacher: What does he want? He wants to study the whole class… with children, walls, tables, what is performed…. The same happens with the pond… looking only to a newt, waiting for it to grow, to mate… it would be impossible to get an idea of the pond.

How can we support pupils’ engagement in argumentation? Should argumentation be explicitly taught or rather embedded in the learning tasks? Which design principles are related to the goal of promoting argumentation in the science classroom? Are they the same as design principles for constructivist learning environments? How can research explore these features of learning environments supporting argumentation?