Jump to main content
Jump to site search
Access to RSC content Close the message box

Continue to access RSC content when you are not at your institution. Follow our step-by-step guide.



Exploring the impact of the reasoning flow scaffold (RFS) on students’ scientific argumentation: based on the structure of observed learning outcomes (SOLO) taxonomy

Author affiliations

Abstract

Using the Structure of Observed Learning Outcomes (SOLO) taxonomy as the analytic framework, this study examined the impact of the reasoning flow scaffold (RFS) on students’ written arguments. Two classes with a total of 88 10th grade students in a school participated in this study. One class, set as the experimental group, was taught scientific argumentation with RFS whereas the control class received conventional argumentation teaching. They all experienced three argument assignments of writing scientific arguments and the measurement task before and after the teaching intervention. The results of data analysis showed that after teaching intervention, students in the experimental group performed significantly better than those in the control group on evidence and rebuttal while there were no significant differences on claim or reason between the two groups. Some implications and suggestions are provided in the last part of this paper.

Back to tab navigation

Article information


Submitted
22 Nov 2019
Accepted
19 May 2020
First published
22 May 2020

Chem. Educ. Res. Pract., 2020, Advance Article
Article type
Paper

Exploring the impact of the reasoning flow scaffold (RFS) on students’ scientific argumentation: based on the structure of observed learning outcomes (SOLO) taxonomy

X. Luo, B. Wei, M. Shi and X. Xiao, Chem. Educ. Res. Pract., 2020, Advance Article , DOI: 10.1039/C9RP00269C

Social activity

Search articles by author

Spotlight

Advertisements