It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality

Background Improving scientific reasoning and argumentation are central aims of science education. Because of their complex nature, self-regulation is important for successful scientific reasoning. This study provides a first attempt to investigate how scientific reasoning and self-regulation processes conjointly impact argumentation quality. Methods In a study with university students (N = 30), we used fine-grained process data of scientific reasoning and self-regulation during inquiry learning to investigate how the co-occurrences between scientific reasoning and self-regulation processes are associated with argumentation quality. Findings When modeling the co-occurrence of scientific reasoning and self-regulation processes using epistemic network analysis, differences between students showing either high or low argumentation quality become apparent. Students who showed high argumentation quality engaged in different scientific reasoning processes together more often than students with low argumentation quality, and they made more connections between self-regulation and scientific reasoning processes. Contribution These findings offer educational implications for teaching scientific reasoning. Integrating self-regulation and scientific reasoning during instruction could be beneficial for improving scientific reasoning and argumentation.