A qualitative exploratory study was conducted to reveal students’ argumentation skills in the context of the
topic of evolution. Transcripts from problem-centred interviews on secondary students’ beliefs about evolutionary
processes of adaptation were analysed using a content analysis approach. For this purpose two categorical
systems were deductively developed: one addressing the complexity of students’ arguments, the other focusing
on students’ use of argumentation schemes. Subsequently, the categorical systems were inductively elaborated
upon the basis of the analysed material showing a satisfactory inter-rater reliability. Regarding the arguments’
complexity, students produced mainly single claims or claims with a single justification consisting of either data
or warrants. With regard to argumentation schemes students drew their arguments mainly using causal schemes,
analogies, or illustrative examples. Results are discussed in light of possible implications for teaching evolutionary
theory using classroom argumentation.

• Analysis of students’ arguments on evolutionary theory

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