摘要：This study reports the impact of Recurrent On-Line Synchronous Scientific Argumentation learning on 8th grade
students¡¯ scientific argumentation ability and conceptual change involving physical science. The control group
(N=76) were recruited to receive conventional instruction whereas the experimental group (N=74) received the
Recurrent On-Line Synchronous Scientific Argumentation program for about 25 physical science class periods
of 45 minutes each, which is about one third of the physical science class periods in a semester. Results indicate
that the experimental group significantly outperformed the conventional group on the post-Physical Science
Conception Test and the Physical Science Dependent Argumentation Test. The quantity and quality of scientific
arguments that the experimental group¡¯s students generated, in a series of pre- and post-argumentation
questions, all improved across the seven topics. In addition, the experimental group¡¯s students successfully
constructed more correct conceptions from pre- to post-argumentation questions across the seven topics. This
clearly demonstrates that the experimental group¡¯s students¡¯ argumentation ability and conceptual change were
both facilitated through receiving the Recurrent On-Line Synchronous Scientific Argumentation program.
