Scientific argumentation has a significant role in science learning for students since it is

sometimes seen as a learning process and sometimes as the witnessing of the construction
process of scientific information.
A significant benefit of argumentation is that it allows students to
consolidate existing knowledge and construct new knowledge for themselves based on the
ideas of others; it also improves students conceptual understanding and helps them realize
that science is a social implementation.
argumentation activities, aimed at improving students
conceptual understanding and attitude toward a subject affects argumentativeness as well.
This study will explore whether scientific argumentation affects activities on students
conceptual understanding, their attitude towards chemistry, and their argumentativeness
through an experimental methodology