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article focuses capacity students develop assess arguments high school genetics instructional sequence research focused locating distinction argumentation discourse science vs school lesson bloome puro theodorou 1989 participants classroom case study high school 9th grade students galicia spain students observed videotaped audiotaped working groups six class sessions toulmins argument pattern used tool analysis students conversation frames used analyzing dimensions students dialogue eg epistemic operations use analogies appeal consistency causal relations instances science instances lesson identified discussed moments classroom discourse dominated either talking science displaying roles students different arguments constructed coconstructed students elements arguments sequence also discussed showing dominance claims lesser frequence justifications warrants implications developing effective contexts promote argumentation science dialogue classroom discussed 2000 john wiley sons inc sci ed 84757792 2000