Argumentative levels and their relation to explanatory models

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Focusing on the educational development of 11th-grade students, the research investigates the interplay between argumentative processes and explanatory models of electric circuits. Conducted in three phases, it first identifies students' initial understanding and argumentation levels. Next, it implements a targeted didactic unit to enhance these skills. Finally, the study analyzes the changes in students' explanatory models and argumentative proficiency following the intervention, providing insights into effective teaching strategies in science education.