Abstract The present study developed a web-based argumentation program (WAP) to support the science concept and argumentation learning of low achievers (LAs) in socio-scientific issue (SSI) contexts. A quasi-experimental design was applied in the present study. A total of 63 eighth-grade LAs were defined as the experimental group, while 62 of their peers who were medium achievers (MAs) were defined as the control group. The WAP was developed based on three principles to address the specific needs of the LAs: visualizability, interactivity, and multiplicity. The statistical results showed that both the MAs and LAs exhibited significant improvements in both conceptual learning and argumentation learning. However, the LAs acquired better and more balanced improvement in their science argumentation learning. They even outperformed their peers in the MA group in terms of using level 1 claims and qualifiers in the WAP. Meanwhile, the qualitative analysis showed that both the LAs and MAs had no problems with using claims, warrants, or rebuttals. Most of the LAs basically saw the SSI argumentation as a competition and understood that they could potentially strengthen their arguments by citing evidence. However, they found it difficult to construct higher level qualifiers because they had difficulty perceiving the limitations of their own arguments. The co-constructions in the WAP were a main factor influencing the degree and sequence of the LAs’ improvements in using claims, warrants, and rebuttals. We subdivided their co-constructions into two types: opposed and supportive. The two types of co-constructions provided the students with various paths through which they can reflect on and evaluate their knowledge. This indicates that there is much potential for the further development of web-based scaffolding in order to facilitate argumentation learning for LAs.

中文翻译：

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基于网络的学习环境对低成就者科学论证的影响

摘要 本研究开发了一个基于网络的论证程序 (WAP)，以支持社会科学问题 (SSI) 背景下低成就者 (LA) 的科学概念和论证学习。本研究采用了准实验设计。共有 63 名八年级 LA 被定义为实验组，而 62 名中等成就者 (MA) 的同龄人被定义为对照组。WAP 的开发基于三个原则来满足 LA 的特定需求：可视化、交互性和多样性。统计结果表明，MAs 和LAs 在概念学习和论证学习方面都有显着的进步。然而，LAs 在他们的科学论证学习中获得了更好、更均衡的改进。在 WAP 中使用 1 级声明和限定词方面，他们的表现甚至优于 MA 组中的同行。同时，定性分析表明，LA和MA在使用索赔、保证或反驳方面都没有问题。大多数 LA 基本上将 SSI 论证视为一种竞争，并明白他们可以通过引用证据来加强他们的论证。然而，他们发现很难构建更高级别的限定词，因为他们难以察觉自己论点的局限性。WAP中的共建是影响LA在使用索赔、保证和反驳方面​​改进程度和顺序的主要因素。我们将他们的共建细分为两种类型：对立的和支持的。两种类型的共建为学生提供了多种途径，让他们可以反思和评估自己的知识。这表明进一步发展基于网络的脚手架以促进 LA 的论证学习有很大的潜力。