xxxxxOne inquiry-based instructional framework, problem-based learning (PBL), is being used increasingly in K-12 contexts (Brush and Saye 2001; Chin and Chia 2005; Gallagher 1997; Gallagher et al. 1995). In PBL, students in small groups are presented with an authentic, ill-structured problem. Students need to then define the problem, generate and pursue learning issues, and develop a possible solution to the problem (Barrows 1985; Hmelo-Silver 2004). PBL has positively impacted the problem-solving skills (Gallagher et al. 1992; Segers 1997), self-directed learning skills (Lohman and Finkelstein 2000), and content knowledge (Dods 1997; Finch 1999) of students in post-secondary and high school contexts. However, middle school students may not have the argumentation skills to succeed in PBL without support (Ertmer and Simons 2005–2006; Krajcik et al. 1998a; Kuhn et al. 2000; Kyza and Edelson 2005). This is important because one of the main processes of PBL occurs when students present their solution to their teacher, classmates, and/or community leaders (Hmelo-Silver 2004). During this presentation, students need to illustrate the appropriateness of their solution by delivering an evidence-based argument.

xxxxxIn this paper we present a conceptual framework for evidence-based argumentation scaffolding. To accomplish this, we discuss the components of (e.g., claims and evidence) and processes of making (e.g., define problem and make claim) evidence-based arguments. Then we review various scaffolding models designed to help students perform various tasks associated with creating evidence-based arguments (e.g., link claims to evidence) and present guidelines for the development of computer-based scaffolds to help middle school students build evidence-based arguments.