Processes of argumentation in learning environments with real and virtual experiments

本研究调查高中生，谁与真实的或虚拟实验室实验工作，使用不同的论证，以支持或放弃一个初始假设的内容，在物理时，面对自己产生的异常实验数据。在这里，中央和外围的论证可以是不同的，它将被调查的学习环境支持哪种类型的论证，以及如何持久的决定接受或拒绝的假设是。我们指的是关于说服力的研究，特别是埃塞尔·李克维的说服力模型（ELM），它描述了一个人的说服力的起源和发展的中心和外围路线。将路径选择的已知预测因素转移到学习科学中，以获得科学学习过程与说服过程之间类比的初步结果。

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.