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A scaffolding framework to support the construction of evidence-based arguments among middle school students

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Abstract

Problem-based learning (PBL) is an instructional approach in which students in small groups engage in an authentic, ill-structured problem, and must (1) define, generate and pursue learning issues to understand the problem, (2) develop a possible solution, (3) provide evidence to support their solution, and (4) present their solution and the evidence that supports it (Barrows, How to design a problem-based curriculum for the preclinical years. Springer Publishing, New York, 1985). However, research has shown that novice problem-solvers and learners without deep content knowledge have difficulty developing strong evidence-based arguments (Krajcik et al., J Learn Sci 7:313–350, 1998a; Reiser, J Lear Sci 13(3):273–304, 2004). In this paper, we discuss the components of (e.g., claims and evidence) and processes of making (e.g., define problem and make claim) evidence-based arguments. Furthermore, we review various scaffolding models designed to help students perform various tasks associated with creating evidence-based arguments (e.g., link claims to evidence) and present guidelines for the development of computer-based scaffolds to help middle school students build evidence-based arguments.

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Authors and Affiliations

  1. Purdue University, West Lafayette, IN, USA

    Brian R. Belland & Jennifer C. Richardson

  2. New Mexico State University, Las Cruces, NM, USA

    Krista D. Glazewski

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  1. Brian R. Belland
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  2. Krista D. Glazewski
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  3. Jennifer C. Richardson
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Correspondence to Brian R. Belland.

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This article is adapted from the manuscript selected for the 2007 ETR&D Young Scholar Award.

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Belland, B.R., Glazewski, K.D. & Richardson, J.C. A scaffolding framework to support the construction of evidence-based arguments among middle school students. Education Tech Research Dev 56, 401–422 (2008). https://doi.org/10.1007/s11423-007-9074-1

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