Processes of argumentation in learning environments with real and virtual experiments

这项研究调查了从事真实或虚拟实验室实验的高中生，当面对自己产生的异常实验数据时，他们是否使用不同的论证来支持或放弃关于物理内容的初始假设。在这里，中心论证和外围论证是不同的，将调查哪种学习环境支持哪种类型的论证，以及决定接受或拒绝假设的持续时间。我们指的是关于说服的研究，特别是关于说服的精化可能性模型(ELM)，该模型描述了一个人说服的发生和发展的中心和外围路径。路径选择的已知预测因素将转移到学习科学中，以获得关于科学学习过程和说服过程之间的类比的初步结果。

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.