Capturing the Effects of Scaffolded Science Learning: Assessing Students’ Knowledge and Reasoning about Socioscientific Issues

Students’ understanding about socioscientific issues (SSIs) can be improved through scaffolded learning, such as by using Model-Evidence Link diagrams (MELs). Earlier work has demonstrated meaningful learning on specific SSIs addressed in topical MEL scaffolds. Beyond topic-specific knowledge, practice with scientific evaluation in the MELs is hypothesized to translate into more accurate scientific knowledge and reasoning on MEL-related topics. We have developed a novel measure that seeks to evaluate students’ scientific knowledge resulting from practice with multiple MEL scaffolds throughout the semester, concurrently with their inclination toward scientific or biased, motivated reasoning. Theoretical grounding and empirical reality will be discussed. This research project is supported by the US National Science Foundation (NSF) under Grants No. 2201012 and No. 2201015. Any opinions, findings, conclusions, or recommendations expressed are those of the authors and do not necessarily reflect the NSF’s views. notReviewed acceptedVersion