Abstract
AbstractScience education aims to train citizens to take part in the decisions that affect them. Feinstein (2011) proposed that when making decisions about socioscientific issues, people act, in the best of the cases, as competent outsiders. One way to train students to become such competent outsiders is by evaluating claims based on the available information (Feinstein et al., 2013), that is, by introducing argumentation practices that foster critical thinking in science lessons (Jiménez-Aleixandre & Puig, 2012, Chap. 1, this book). Critical thinkers are those justify their decisions appealing to scientific evidence, show breadth of thinking, willingness to change their opinion (Ennis, 1996; Paul & Elder, 2006) and take into account what experts say (Norris, 1995).
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