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<p>Fostering students’ scientific literacy is an important objective of cultivating national talents. Scientific argumentation is an effective method for cultivating scientific literacy, and scientific argumentation tools provide support for scientific argumentation activities. However, existing tools primarily focus on assessing the rationality of conclusions, and provide little support for students’ argumentation of the relationships between complex scientific concepts. An online scientific argumentation system was designed and developed to promote K-12 students’ scientific argumentation in this study. In addition, an experiment was conducted to examine the effects of the system on students’ scientific argumentation performance, flow experience and learning satisfaction. From the experimental results, it was found that the system improved the students’ scientific argumentation performance, flow experience and learning satisfaction. This study provides meaningful implications for the design of online tools and the instructional practice of scientific argumentation.</p>

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An online scientific argumentation system to promote students’ learning performance, flow experience and learning satisfaction

  • 期刊论文

  • 发表日期：

    2026年7月2日

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  • Ning Ma,
  • Kaixin Gong,
  • Yixuan Yang,
  • Zijing Wen

摘要

Fostering students’ scientific literacy is an important objective of cultivating national talents. Scientific argumentation is an effective method for cultivating scientific literacy, and scientific argumentation tools provide support for scientific argumentation activities. However, existing tools primarily focus on assessing the rationality of conclusions, and provide little support for students’ argumentation of the relationships between complex scientific concepts. An online scientific argumentation system was designed and developed to promote K-12 students’ scientific argumentation in this study. In addition, an experiment was conducted to examine the effects of the system on students’ scientific argumentation performance, flow experience and learning satisfaction. From the experimental results, it was found that the system improved the students’ scientific argumentation performance, flow experience and learning satisfaction. This study provides meaningful implications for the design of online tools and the instructional practice of scientific argumentation.