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Problem-based learning and argumentation: testing a scaffolding framework to support middle school students’ creation of evidence-based arguments

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Abstract

Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik et al., J Learn Sci 7:313–350, 1998). Using a mixed method design, the researchers examined the use of computer-based argumentation scaffolds, called the Connection Log, to help middle school students build evidence-based arguments. Specifically we investigated (a) the impact of computer-based argumentation scaffolds on middle school students’ construction of evidence-based arguments during a PBL unit, and (b) scaffold use among members of two small groups purposefully chosen for case studies. Data sources included a test of argument evaluation ability, persuasive presentation rating scores, informal observations, videotaped class sessions, and retrospective interviews. Findings included a significant simple main effect on argument evaluation ability among lower-achieving students, and use of the scaffolds by the small groups to communicate and keep organized.

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Acknowledgments

The authors thank Drs. Peg Ertmer and Brian French for their many helpful comments on this research.

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Authors and Affiliations

  1. Department of Instructional Technology and Learning Sciences, Utah State University, 2830 Old Main Hill, Logan, UT, 84322, USA

    Brian R. Belland

  2. Department of Curriculum and Instruction, New Mexico State University, MSC 3CUR, P.O. Box 30001, Las Cruces, NM, 88003-8001, USA

    Krista D. Glazewski

  3. Department of Curriculum and Instruction, Purdue University, West Lafayette, IN, 47907, USA

    Jennifer C. Richardson

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  1. Brian R. Belland
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  3. Jennifer C. Richardson
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Correspondence to Brian R. Belland.

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Table 5 Persuasive presentation rating rubric
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Belland, B.R., Glazewski, K.D. & Richardson, J.C. Problem-based learning and argumentation: testing a scaffolding framework to support middle school students’ creation of evidence-based arguments. Instr Sci 39, 667–694 (2011). https://doi.org/10.1007/s11251-010-9148-z

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