Abstract
Science argumentation is an essential element for improving students’ science literacy. This study adopted a quasi-experimental design to investigate 121 eighth-grade students’ learning of science argumentation. An online learning platform was developed to collect and interpret data of their argumentation online. Two independent variables: students’ prior knowledge (low, middle and high) and form of argumentation approach (personal and social) were concerned in this study. The dependent variables included: science knowledge, science argumentation, and the outcome of argumentation in the e-learning platform. The results showed that both the two independent variables have significant effect on the students' argumentation. Prior knowledge is a base supports the construction of sound argument. Learning with social approach provided opportunities for students to share their understanding of science concept and co-construct arguments through knowledge reflections. For the suggestions of the teaching for argumentation, to provide explicit, sequencing, and clear scaffoldings would be important both for the students’ learning of science concept, and their development of argumentation ability.