Abstract
Toulmin’s model of argument has been used by researchers as a theoretical perspective on argument and as a methodological tool for analysing episodes of oral argumentation in school science. An adaptation of Toulmin’s Argument Pattern (TAP) has also informed a professional development programme for teachers. Research on the impact of the programme on pedagogic practice shows that Toulmin‐based materials are advantageous in helping teachers to conceptualize argument and model it for students. A framework developed from TAP can also be used to evaluate student outcomes when using argumentation software. However, a focus on the process of argumentation limits any consideration of the content and quality of evidence.
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