Understanding a High School Physics Teacher’s Pedagogical Content Knowledge of Argumentation Jianlan Wang 1 • Gayle A. Buck 2 Ó The Association for Science Teacher Education, USA 2016 Abstract Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of under- standing about science teachers’ knowledge of argumentation, especially the dia- logic meaning of argumentation. In this case study, we closely examine a high school physics teacher’s argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher’s per- formed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumen- tation from the perspectives of orientation, instructional strategies, students, cur- riculum, and assessment. Finally, we describe the teacher’s perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers. Keywords Argumentation Á Pedagogic content knowledge (PCK) Á Constructivist science learning & Jianlan Wang jianwang@fiu.edu Gayle A. Buck gabuck@indiana.edu 1 STEM Transformation Institute, Florida International University, Miami, FL, USA 2 Curriculum and Instruction, Indiana University, Bloomington, IN, USA 123 J Sci Teacher Educ DOI 10.1007/s10972-016-9476-1