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Makale Özeti:
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Inquiry in science education has a long historical development across the globe while the
argument in science inquiry has gained momentum in the last two decades originating from the
fundamental principles of science inquiry. The main dynamics of the inquiry process such as
thinking like a scientist, working like a scientist, talking like a scientist, and writing like a scientist
have later become the driving influence for the scholars who have contributed to the research
studies into science education in relation to argumentation. As in the case of the inquiry-based
science teaching research agenda, the argumentation based science education research studies have
branched out over time and generated a spectrum of advocates that have adopted different pathways
for using argumentation in science education. In his recent review to map out the variation of
argumentation in science education, Cavagnetto (2010) highlights three main branches of scholarly
approaches to argumentation based science education: structural, socioscientific and immersionoriented interventions. While each intervention employs different methodology, they all share
certain features of the science inquiry as an overarching theme.
The special issue is devoted to portray science argumentation studies having the features of
structural, socioscientific and immersion approaches. Furthermore, within the manuscripts in this
special issue, such variation is also evident with the target groups researchers have worked with
ranging from elementary school students to pre-service science teachers. The wide range of science
argumentation implementation approaches across different age groups become even more
interesting when we consider the educational and cultural settings they were drawn from. Research
studies from Korea, the United States, Finland, Israel, and Turkey bring another layer of color and
density to science argumentation research that is already rooted in multiple approaches. Mevlana
(Rumi) has taught that “Separate not the part from the whole! Cling to the whole, for it is great!”
Thus, in this issue we believe that each manuscript offers a unique perspective while also
contributing to the overarching theme of this special issue of inquiry based science teaching and
argument based inquiry.
Named after Rumi, The Mevlana International Journal of Education carries out the mission of
searching for the whole through publishing manuscripts from across the globe. I would like to
express my gratitude to all invited contributors who shared their valuable work with us, and, those
who submitted manuscripts to be published in this special issue of the journal. Finally, I would like
to thank the editor of the MIJE for giving us the opportunity to be part of their search for the whole
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