The study investigates if high school students, who work with real or virtual lab experiments, use different argumentation to back or discard an initial hypothesis about a content in physics when confronted with self-generated anomalous experimental data. Here, central and peripheral argumentation can be differed and it will be investigated which learning environment supports which type of argumentation and how lasting the decision to accept or reject the hypothesis is. We refer to research about persuasion, in particular to the Elaboration Likelihood Model of Persuasion (ELM) that describes central and peripheral routes for the genesis and the development of persuasion of a person. Know predictors of the choice of the routes will be transferred to learning science to gain first results about analogies between learning processes in science and persuasion processes.
DFG Programme
Research Grants
