Ergunt E., Yılmaz S.
JOURNAL OF EDUCATION IN SCIENCE, ENVIRONMENT AND HEALTH, vol.12, no.2, pp.137-159, 2026 (Peer-Reviewed Journal)
Abstract
Argumentation has become a cornerstone of science education research, essential for fostering evidence-based thinking, scientific reasoning, and scientific literacy. This study employs bibliometric methods to examine global publication trends, intellectual structures, and thematic transformations in argumentation-focused research between 2001 and 2025. A final dataset of 474 peer-reviewed articles, retrieved from the Web of Science Core Collection after applying stringent inclusion and exclusion criteria, was analyzed using the R-based Bibliometrix package. To ensure a holistic interpretation, author keywords were standardized and categorized into overarching themes, allowing the field’s conceptual landscape to be mapped in a more integrated manner rather than through fragmented indicators. The results indicate that argumentation studies emerged between 2001 and 2010, experienced rapid growth from 2011 to 2020, and approached a maturation phase by 2025. Early research focused mainly on cognitive argument structures, while later work increasingly engaged with socioscientific issues, epistemic practices, and classroom discourse. During this process, classical models were recontextualized within contemporary pedagogical settings and underwent terminological transformation. By illustrating the transformation of the science education argumentation literature from a pedagogical tool to a foundational epistemic framework, this study offers an empirically grounded perspective that may inform future research directions in the field.