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Exploring the Impact of the Reasoning Flow Scaffold (RFS) on Students' Scientific Argumentation: Based on the Structure of Observed Learning Outcomes (SOLO) Taxonomy
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Luo, Xiuling; Wei, Bing; Shi, Min; Xiao, Xin – Chemistry Education Research and Practice, 2020
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…
Descriptors: Abstract Reasoning, Persuasive Discourse, Science Process Skills, Outcomes of Education