This article examines the evolution of the teaching-learning process in science, focusing on argumentation as an essential component, especially in the field of physics. The growing interest in dialogic argumentation in the scientific community stands out, recognized for its ability to enhance learning and contribute to the social construction of knowledge. The relationship between argumentation skills, critical thinking and problem solving in science teaching is emphasized, using Toulmin's model as a framework to analyze the structure of an argument. The concept of Sense Making is explored in the context of argumentation in physics teaching. The methodology includes a systematic review of the literature of the last five years using the PRISMA methodology, revealing consistency in the publication of articles on argumentation in physics teaching. The role of teacher educators as guides in constructivist activities is addressed, while preservice teachers play a central role in the argumentative process.