This study examines the opportunities presented to high school chemistry students through argument driven inquiry (ADI) and how these opportunities led to changes in student understanding. Lesson plans and videos were analyzed to determine how much time students spent arguing from evidence including constructing and argument board, discussing with results with other groups, and writing arguments. Students in an on level high school chemistry class participated in three ADI activities throughout the semester. Their understanding of the science practice of arguing from evidence was evaluated prior to participation and after participation in each activity through individual interviews. Student understanding was rated as low, medium or high based on the thoroughness and correctness of their argument. Changes in student understanding were determined and linked back to the various features of ADI. Most students made gains in their ability to argue from evidence after participating in an individual ADI activity. The key features of ADI that lead to changes in student understanding were the social construction of the argument boards, participation in the round robin presentation sessions, and time spent creating individual written arguments. ADI is the only argumentation format that incorporates all three of these features and asks students to build knowledge through social constructivism and writing to learn. This research shows that teacher use of ADI in the high school chemistry classroom can be an effective method for developing student understanding of the science practice of arguing from evidence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]