Argumentation in science lessons: Focusing on the teacher’s role

Abstract

This paper reports data from a case study of role-play debates on the controversial issue of wolves in Norway. The participants are 23 students at the age of 14-15 and their teacher. Transcripts from therole-play debates are the data sources. The focus of the paper is the teacher role regarding managementand teacher interventions in activities involving argumentation. A typology of teacher interventions and reasons for these is developed, that might serve as a useful tool for student teachers andteachers not experienced in managing debates and discussions.