Cognition-Emotion Interface
A wealth of research points to the importance of emotional traits, states and processes for learning. One concept that is of critical importance in the context of scientific reasoning and argumentation is “epistemic emotions”, i.e. emotions that accompany processes of knowledge generation and acquisition (such as curiosity when being confronted with a science problem or anxiety when receiving counterarguments to one’s own arguments). However, empirical research on epistemic emotions related to scientific reasoning and argumentation is scarce. Several Ph.D. projects will investigate their intensity and importance during scientific reasoning and argumentation, and their role in learning outcomes.
Exemplary topics, research questions and possible advisors:
| Topic | Exemplary research question | Project advisors |
| Emotion and collaboration in the context of scientific reasoning and argumentation | How do emotions moderate processes and outcomes of collaborative evidence evaluation in differently structured groups in the context of medicine? | Prof. Dr. Frank Fischer Prof. Dr. Reinhard Pekrun (in cooperation with Karsten Stegmann, Matthias Siebeck) |
| Epistemic emotions and conceptual change in the context of scientific and technical reasoning | What is the influence of epistemic emotions on conceptual change in interactive technology-based learning environments from different domains? | Prof. Dr. Reinhard Pekrun Prof. Dr. Heinrich Hußmann Prof. Dr. Birgit Neuhaus |
| The impact of epistemic emotions on processes and results of scientific reasoning during concept acquisition in mathematics | Scientific reasoning is considered one promising way to learn about new mathematical concepts. How do epistemic emotions influence processes of scientific argumentation in with new concepts and what is their impact on concept acquisition? | Prof. Dr. Stefan Ufer Prof. Dr. Reinhard Pekrun |