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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Recent science standards have underlined the importance of engaging students in scientific practices for learning science ideas as well as develop understandings about the ways in which scientific knowledge is constructed. As such, scientific argumentation, one of the central practices of science, has gained interest among science educators. Looking across the studies focusing on incorporating scientific argumentation into science classroom, two prominent approaches, cognitive and sociocultural, stand out regarding the incorporation of scientific argumentation into science classrooms. While cognitive perspective focuses on characterizing the nature of student competence in argumentation and understanding the individual student development of argumentation competence, sociocultural perspective seeks to understand the ways in which student competence can be facilitated by the contextual features of a classroom community. By bringing these two distinct but complementary perspectives together in this dissertation study, we proposed four manuscripts to understand the development of a 6th grade science classroom argumentation practice. The results of this dissertation study suggested that individual student's development of argumentation competence was mediated by the classroom norms around discourse. The implications for future research and curriculum design are discussed.