Scientific argumentation is a key practice in the construction, confirmation, and legalization of scientific knowledge. Although studies on scientific argumentation have been relatively plentiful, there are few quantitative studies on how students mentally perceive scientific argumentation, given that traditional quantitative tools such as Likert scales are usually decontextualized or applied in unrealistic situations. In light of this limitation in educational research, the following research question was formulated: how do contextual factors,...
