UM  > Faculty of Education
Status已發表Published
Exploring the impact of the reasoning flow scaffold (RFS) on students’ scientific argumentation: based on the structure of observed learning outcomes (SOLO) taxonomy
Xiuling Luo1; Bing Wei2; Min Shi1; Xin Xiao1
2020-10
Source PublicationChemistry education research and practice
ISSN1109-4028
Volume21Issue:4Pages:1083-1094
Other 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.

DOI10.1039/c9rp00269c
Indexed BySCIE ; SSCI
Language英語English
WOS Research AreaEducation & Educational Research
WOS SubjectEducation & Educational Research ; Education, Scientific Disciplines
WOS IDWOS:000576687600005
PublisherROYAL SOC CHEMISTRY, THOMAS GRAHAM HOUSE, SCIENCE PARK, MILTON RD, CAMBRIDGE CB4 0WF, CAMBS, ENGLAND
Fulltext Access
Citation statistics
Cited Times [WOS]:0   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorBing Wei
Affiliation1.School of Chemistry, South China Normal University, Guangzhou, Guangdong, China
2.Faculty of Education, University of Macau, Taipa, Macau, China.
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Xiuling Luo,Bing Wei,Min Shi,et al. Exploring the impact of the reasoning flow scaffold (RFS) on students’ scientific argumentation: based on the structure of observed learning outcomes (SOLO) taxonomy[J]. Chemistry education research and practice,2020,21(4):1083-1094.
APA Xiuling Luo,Bing Wei,Min Shi,&Xin Xiao.(2020).Exploring the impact of the reasoning flow scaffold (RFS) on students’ scientific argumentation: based on the structure of observed learning outcomes (SOLO) taxonomy.Chemistry education research and practice,21(4),1083-1094.
MLA Xiuling Luo,et al."Exploring the impact of the reasoning flow scaffold (RFS) on students’ scientific argumentation: based on the structure of observed learning outcomes (SOLO) taxonomy".Chemistry education research and practice 21.4(2020):1083-1094.
Files in This Item:
There are no files associated with this item.
Related Services
Recommend this item
Bookmark
Usage statistics
Export to Endnote
Google Scholar
Similar articles in Google Scholar
[Xiuling Luo]'s Articles
[Bing Wei]'s Articles
[Min Shi]'s Articles
Baidu academic
Similar articles in Baidu academic
[Xiuling Luo]'s Articles
[Bing Wei]'s Articles
[Min Shi]'s Articles
Bing Scholar
Similar articles in Bing Scholar
[Xiuling Luo]'s Articles
[Bing Wei]'s Articles
[Min Shi]'s Articles
Terms of Use
No data!
Social Bookmark/Share
All comments (0)
No comment.
 

Items in the repository are protected by copyright, with all rights reserved, unless otherwise indicated.