V. Albe, Enseigner des controverses. Presses universitaires de Rennes, 2009.

J. Andriessen, M. Baker, and D. Suthers, Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments, 2003.

J. C. Anscombre and O. Ducrot, L'argumentation dans la langue. Editions Mardaga, 1981.

A. Disson, D'une culture l'autre : argumentation et stratégies discursives au Japon, Études de Linguistique Appliquée, vol.126, issue.2, pp.181-188, 2002.

R. Driver, P. Newton, and J. Osborne, Establishing the norms of scientific argumentation in classrooms, Science Education, vol.84, issue.3, pp.287-312, 2000.

S. Erduran and M. P. Jiménez-aleixandre, Argumentation in Science Education: Recent Developments and Future Directions, 2007.

C. Gayford, Controversial environmental issues: a case study for the professional development of science teachers, International Journal of Science Education, vol.24, issue.11, pp.1191-1200, 2002.

J. B. Grize, Logique et langage. Ophrys, 1990.

S. D. Kolstø, Scientific literacy for citizenship: tools for dealing with controversial socio-scientific issues, Science Education, vol.85, issue.3, pp.291-310, 2001.

J. A. Kuypers, Rhetorical Criticism: Perspectives in Action, 2009.

J. A. Kuypers, Bush's War: Media Bias and Justifications for War in a Terrorist Age, 2006.

A. Legardez and L. Simonneaux, L'école à l'épreuve de l'actualité. Enseigner les questions vives, 2006.

N. Muller-mirza, Argumenter en classe de sciences, pp.7-16, 2008.

C. Plantin, Script argumentative, Dictionnaire de l'argumentation-Une introduction notionnelle aux études d'argumentation, pp.424-425

C. Polo, L'eau à la bouche: ressources et travail argumentatifs des élèves lors de débats socio-scientifiques sur l'eau potable. Etude comparée de 10 cafés scientifiques menés au Mexique, aux USA et en France, Doctoral dissertation, 2014.

C. Polo, C. Plantin, K. Lund, and G. Niccolai, Quand construire une position émotionnelle, c'est choisir une conclusion argumentative, Semen, vol.35, pp.41-63, 2013.

J. Oetzel, S. Ting-toomey, T. Masumoto, Y. Yokochi, X. Pan et al., Face and facework in conflict: A cross-cultural comparison of China, Communication Monographs, vol.68, issue.3, pp.235-258, 2001.

C. Oulton, J. Dillon, and M. M. Grace, Reconceptualizing the teaching of controversial issues, International Journal of Science Education, vol.26, issue.4, pp.411-423, 2004.

L. Simonneaux and J. Simonneaux, Students' socio-scientific reasoning on controversies from the viewpoint of education for sustainable development, Cultural Studies of Science Education, vol.4, issue.3, pp.657-687, 2009.
URL : https://hal.archives-ouvertes.fr/hal-00802969

M. Taft, D. Kacanas, W. Huen, and R. Chan, An empirical demonstration of contrastive rhetoric: Preference for rhetorical structure depends on one's first language, pp.503-516, 2011.

V. Aufschnaiter, C. Erduran, S. Osborne, J. Simon, and S. , Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge, Journal of Research in Science Teaching, vol.45, issue.1, pp.101-131, 2008.

D. L. Zeidler, T. D. Sadler, M. L. Simmons, and E. V. Howes, Beyond STS: A research-based framework for socioscientific issues education, Science Education, vol.89, issue.3, pp.357-377, 2005.