Argument construction in understanding noncovalent interactions: a comparison of two argumentation frameworks

Abstract

Argument construction is a valuable ability for explaining scientific phenomena and introducing argumentation skills as part of a curriculum can greatly enhance student understanding by promoting self-reflection on the topic under investigation. This article aims to use argument construction as a technique to support an activity designed to improve student understanding of noncovalent interactions. Two theoretical argumentation frameworks were used and compared in order to determine the most effective for use in the developed activity.