Argumentation, the justification of claims with reasons and/or evidence, has emerged as a significant educational goal in science education in recent years. It has also been noted as an important pedagogical approach in numerous school subjects. Yet, there is limited understanding of how teachers’ views of argumentation and its teaching compare in different school subjects. In order to ensure coherence in the implementation of the school curriculum, it is important to understand such views particularly in the context of subjects that are often positioned to be in conflict with each other, for example in the context of science versus religious education. In this paper, we present an empirical study on how science and religious education teachers view argumentation and its teaching. The data are drawn from a survey of secondary school teachers of 11–16-year-old students in England. Twenty-nine teachers were presented with an online survey in order to collect data on various aspects of their views including pedagogical strategies that support argumentation. Qualitative and quantitative results suggest that teachers of both subjects consider argumentation to be a significant aspect of their subject although particular nuances exist in how the teachers interpret argumentation. Furthermore, the data suggest that there are statistically significant differences in terms of the perceived frequency of pedagogical strategies used to support argumentation in lessons.

论证，用理由和/或证据证明主张的正当性，已成为近年来科学教育的重要教育目标。在许多学校科目中，它也被认为是一种重要的教学方法。然而，对于教师对论证的看法及其教学在不同学校科目中的比较，人们了解有限。为了确保学校课程实施的连贯性，理解这些观点很重要，尤其是在经常相互冲突的学科背景下，例如在科学与宗教教育的背景下。在本文中，我们对科学和宗教教育教师如何看待论证及其教学进行了实证研究。这些数据来自对英格兰 11-16 岁学生的中学教师的调查。29 位教师接受了在线调查，以收集他们观点的各个方面的数据，包括支持论证的教学策略。定性和定量结果表明，这两个科目的教师都认为论证是他们学科的一个重要方面，尽管在教师如何解释论证方面存在特殊的细微差别。此外，数据表明，在用于支持课堂辩论的教学策略的感知频率方面存在统计学上的显着差异。29 位教师接受了在线调查，以收集他们观点的各个方面的数据，包括支持论证的教学策略。定性和定量结果表明，这两个科目的教师都认为论证是他们学科的一个重要方面，尽管在教师如何解释论证方面存在特殊的细微差别。此外，数据表明，在用于支持课堂辩论的教学策略的感知频率方面存在统计学上的显着差异。29 位教师接受了在线调查，以收集他们观点的各个方面的数据，包括支持论证的教学策略。定性和定量结果表明，这两个科目的教师都认为论证是他们学科的一个重要方面，尽管在教师如何解释论证方面存在特殊的细微差别。此外，数据表明，在用于支持课堂辩论的教学策略的感知频率方面存在统计学上的显着差异。