Argumentation is should be collaborative in science classroom therefore students have deeper learning. Argumentation provides elaboration, reasoning skills, developing social awareness, sharing idea, and rebut. Argumentation processes are more empirical and scientific because an idea comes up with, after facts and opinions research and then claims could be support, if the claims have certainty, it will be conclusion, if it is not, and it will be rebuttal. In this process, argumentation face opponents and proponents each other. So that, issue is discussed and common point is agreed. Opponents and proponent are solved the problem.  If argumentation isn’t competitive, it will be effective. Effective arguing to learn has 4 learning mechanisms. These are making knowledge explicit, conceptual change, co-elaboration of new knowledge, and increasing articulation. In addition, students should be assertiveness about their claims because they researched their problems before argue with friends. After argumentation, students make inferences from sharing knowledge. Therefore students reach easily conclusions and they develop detailed mental models and they store knowledge in their memory. If arguments weren’t effective, students had pseudo evidence. According to nature of knowledge and knowing, it has 2 kinds of epistemology: Absolutist and evaluative epistemology. Evaluative epistemology is little than absolutist epistemology. If we want improved argumentation, students could think on their own idea and claim. Learning science prove that collaborative classroom contribute to individual learning and improve abstract knowledge. Argumentations include dialogues. Every dialogue has starting point about specific goal, and participant goal’s. Dialogue has two types: Critical discussion and explanatory inquiry. Critical discussion includes different opinion. Students should have ability of understanding different opinion. It should be balance between the different opinions. Students should try to persuade others. Explanatory inquiry aims to reach correct knowledge. When trying to get the knowledge, process continue step by step. Participants close to conclusions or solutions. Collaborative argumentation performs at electronic environments. This technique is called computer supported collaborative learning. Through this technique, students improve their awareness of argumentation. In addition, students exchange information at online discussion. Students should have great substructure for best learning at argumentation and they support each other. Students don’t engage with software because it decreases education quality.  To prevent it, we have user- interface. It must be careful about choice tool. My questions:

What do you think about this technique can be effective in teaching the theme of every elementary science?

Some students are personalized the topic during the process- like my idea is correct and yours are always wrong, how can we prevent from this situation? 

In our curriculum will allow us to use this technique in science teaching? In terms of time and other variables?