Abstract
Physics instructors should provide students with low prior knowledge homogeneous multiple representations and guide them in exploring the similarities between these representations.
Highlights
Science is not a collection of unproblematic facts about the world
Scientific argumentation is the central feature [1] of the resolution of scientific controversies
Argumentation activity is seldom included as a regular science class [3,4], and the OECD [5] has indicated that numerous students have difficulty identifying complicated arguments, evaluating the quality of arguments using evidence, and applying related knowledge to real-life contexts
Summary
Science is not a collection of unproblematic facts about the world. It may generate controversies between scientists, and puzzling events can take place. Argumentation ability should be developed in young people in any scientific education program [2]. Argumentation activity is seldom included as a regular science class [3,4], and the OECD [5] has indicated that numerous students have difficulty identifying complicated arguments, evaluating the quality of arguments using evidence, and applying related knowledge to real-life contexts. At least two types of scientific argumentation should be considered.
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