El modelo argumentativo de Toulmin y la educación en ciencias: Una revisión argumentada

This paper critically reviews the research that has used Toulmin’s model as a theoretical framework to study reasoning in science classes. Special emphasis is placed on reviewing the indexed literature, presenting the main findings of the studies, their scope and limitations. Some trends are identified, and the educational significance of the research on the subject is discussed. Various issues that emerge in this field are also analyzed. Finally, the literature as a whole is reviewed, identifying unsolved matters that offer opportunities for future research.