Cognitive-linguistic skills, in addition to being related to the use of language, provide elements for the development of more complex cognitive skills (analyze, classify, interpret, deduce, among others). The existing literature in this regard (Guadalupe et al. 2006; Sanmarti, 1977; Jorba, 1998) indicates that if activities aimed at the development of cognitive-linguistic skills are used in science classes, better quality learning is achieved, science content. The activities that favor the development of cognitive-linguistic skills imply the use of them in oral and written form, through reading; the writing and analysis of scientific texts of different types: descriptive, narrative, instructive, argumentative, among others. The argumentation as a cognitive linguistic ability, has an epistemological value from the point of view of the addressee, since it aims to provoke a conceptual evolution in it, which implies generating knowledge. This is because by establishing relationships between reasons, that is, by trying to present the why and why, novel ideas are generated for the recipient. In this presentation, we will address argumentation as a cognitive and linguistic skill that science students must develop in order to achieve critical thinking about what they are taught and about the knowledge they acquire. To carry out this study, we start from the basis that science students must put themselves in each other's place (role-play) to interpret texts that are proposed by the teacher in the classroom. As stated by Ogborn (1996) and Pozo and Rodrigo (2001), through the exposition and contrast of theories, students learn to improve their points of view and to critically argue about them. This study was carried out with seventh grade elementary school students. To carry out this study, an instrument was developed based on the role-playing proposal proposed from the pragmatic dialectic by Van Eemeren & Grootendorst (1983, 1992), in order to determine the way in which seventh-grade students play expressed in writing when arguing a decision in the face of justice, duty or law issues (topics covered by the Philosophy for Children program) before and after a didactic intervention guided by the intention of associating the teaching of content to the argumentation procedure. Some of the results of the study, obtained so far, suggest that students in a situation of confrontation of theories and opinions in the presence of adversaries easily manage to express counter-arguments and restrictions. Likewise, it is perceived that preparing a strategy to support and defend a point of view facilitates the elaboration of complete, coherent and persuasive argumentative texts for the domain under study.