learners need to understand how to analyze literature and construct scientific arguments

The use of critical thinking skills such as evaluation and justifying a position have been highlighted as a skill necessary for Twentieth Century learning (Moore, 1989) 
includes  problem-solving, interpreting data, and evaluating evidence to construct arguments
Moore, J.W. (1989). Tooling up for the 21st century. Journal of Chemical Education,
66(1), 15-19.
 
problem-solving, interpreting data, and evaluating evidence to construct arguments in order to understand the structure of scientific knowledge (Zohar & Nemet, 2002; Hamby, 2007). 
 Zohar, A. (2004). 
 Hamby, B.W. (2007). The philosophy of anything: Critical thinking in context, Dubuque,
IA: Kendell Hunt, Publishing, Co.

argumentation is necessary to not only construct knowledge, but to advance it as well.
Duschl, R. A. & Osborne, J. (2002). Supporting and promoting argumentation discourse
in science education. Studies in Science Education, 38, 39-72.

participants make visible their thinking and reasoning. Because argumentation is a central tenet of science practice and learning, providing a method of delineating relationships between ideas and evidence, educators must teach students scientific argumentative discourse
(Duschl, Schweingruber, & Shouse, 2007).
Duschl, R.A., Schweingruber, H. A., and Shouse, A. W. (Eds.). (2007). Taking Science to
School. Washington, D.C.: National Academies Press.

study how technologies can assist students in selection of evidence (Brem & Rips, 2000)
Brem, S. K., & Rips, L. J. (2000). Evidence and explanation in informal argument.
Cognitive Science, 24, 573-604.
support development of student arguments using evidence and explanation
(Sandoval & Reiser, 2004)
Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating
conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88,
345-372.

Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, andtechnology. In K. Sawyer (Ed.),

Cambridge Handbook of the Learning Sciences

(pp. 97-118). New York: Cambridge University Press.

study : The goal was to study how technology can support student content learning and
guide evidence-based construction of arguments as groups and
individuals. --used Delicious.com, social bookmarking-
results: " ...student learning of content as well as development of the practice of scientific argumentation appears to be improved. Additional research into the use of social bookmarking and other tools for support of student construction of knowledge and practices of argumentation is necessary in order to unpack the mechanisms of how the youth constructed knowledge and arguments utilizing the tools, as well as investigating more deeply the impact of the design process on thelearning. Finally, the effects of the culture within the classroom on the learning and skills of not only construction of the argument, but also the social skills needed to fully participate as a member of this community and the effect on student perception of scientific identity.
This work contributes to development of the practices of scientific argumentation
supported by the use of an online social bookmarking technology, to best practices in the
design of teaching students the process of constructing scientific arguments, the use of
Web 2.0 technology into high school or other learning environments, teaching high
school science content knowledge, and how these varied areas can work together." (Weible)
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The development of scientific practices of collecting and using evidence in
construction of scientific argumentation and development of content knowledge about a topic then requires: