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.

中文翻译：

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探索推理流程支架（RFS）对学生科学论证的影响：基于观察到的学习成果（SOLO）分类法的结构

以观察到的学习成果的结构（SOLO）分类法为分析框架，本研究考察了推理流程支架（RFS）对学生书面论证的影响。总共有88个10年级学生在学校参加了两个班级的研究。设置为实验组的一堂课通过RFS进行了科学论证，而对照组则接受了常规的论证教学。在教学干预前后，他们都经历了撰写科学论证和测量任务的三个论证作业。数据分析结果表明，在教学干预之后，实验组的学生在证据和反驳方面​​的表现明显优于对照组，而两组之间在主张或理由上没有显着差异。本文的最后一部分提供了一些启示和建议。