Problem-based learning and argumentation: testing a scaffolding framework to support middle school students’ creation of evidence-based arguments Brian R. Belland • Krista D. Glazewski • Jennifer C. Richardson Received: 17 October 2009 / Accepted: 28 August 2010 / Published online: 10 September 2010 Ó Springer Science+Business Media B.V. 2010 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’ con- struction 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 obser- vations, videotaped class sessions, and retrospective interviews. Findings included a sig- nificant 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. Keywords Evidence-based arguments Á Scaffolding Á Middle school Á Science education Á English as a New Language Introduction Science is a way of thinking and acting that incorporates both approaches to investigating phenomena and interpreting and communicating the results of investigations (Bransford B. R. Belland (&) Department of Instructional Technology and Learning Sciences, Utah State University, 2830 Old Main Hill, Logan, UT 84322, USA e-mail: brian.belland@usu.edu K. D. Glazewski Department of Curriculum and Instruction, New Mexico State University, MSC 3CUR, P.O. Box 30001, Las Cruces, NM 88003-8001, USA J. C. Richardson Department of Curriculum and Instruction, Purdue University, West Lafayette, IN 47907, USA 123 Instr Sci (2011) 39:667–694 DOI 10.1007/s11251-010-9148-z