Argumentation as a form of introducing children to science has received increasing attention over the past decade. Argumentation tends to be studied and theorized through the lens of individual speakers, who contribute to a conversation by means of opposing statements. M.M. Bakhtin and L.S. Vygotsky independently proposed a very different approach by suggesting that dialogical relations inherently and irreducibly embody argumentation. From this position, dialogical relations allow children to individualize argumentation. In this study, we show how the dialogical framework provides a very different, collective perspective on children's argumentation in problem-solving processes in elementary science classrooms.