In this paper we analyze the influence of contextual dimensions on perspectivistic knowledge and argumentative skill. Participation (discussing different points of view) and observation (only listening to them) learning contexts are tested, with students aged 10-16 years, evaluating their effects on perspectivistic taking level and argumentative text structure. Two tasks were presented employing an environmental dilemma between two opposing positions: pro-environmental and pro-economist. In perspectivistic task the pupils should verify the environmental opinions of two characters endorsing both positions. In written argumentation task the students should elaborate an argumentative text in order to convince their schoolmates. The measure variables were the means of correct verifications and the logical structure of argumentative text. Results showed that older children obtained a higher amount of correct verifications and also produced a more elaborated argumentative text. Counter- argumentation was a difficult element to be included. Finally, all the results were better in participation condition.