Some proponents of epistemological approaches to argumentation (Biro, Siegel, Lumer, Goldman) assume that it should be possible to develop non-relative
criteria of argument evaluation. By contrast, this paper argues that any evaluation of an argument depends (a) on the cognitive…

Researchers in science education have converged on the viewthat argumentation can be an effective intervention for promoting knowledge construction in science classrooms.However, the impact of such interventions may be mediated by individuals’ task goals while arguing. In argumentative discourse, one…