Abstract After defining the core conceptions, this paper designed three written chemical argumentation tasks about the core content of the high school chemistry courses. In each test, the contents of the tasks were the same, while the evidences were presented differently in text, table and graph. The competence of written chemical argumentation of 135 high school students had been tested. The results of all tests were analyzed according to the Toulmin's argument pattern, and the influences of evidence presentation and students' academic performance on students' competence of written chemical argumentation had been found.
FANG Ying-Zi, DENG Yang. Influence of Evidence Presentation on High School Students' Competence of Written Chemical Argumentation[J]. Chinese Journal of Chemical Education, 2017, 38(21): 37-42.
