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ERIC Number: EJ935901
Record Type: Journal
Publication Date: 2011-Jul
Pages: 31
Abstractor: As Provided
Reference Count: 74
ISSN: ISSN-0036-8326
Working toward a Stronger Conceptualization of Scientific Explanation for Science Education
Braaten, Melissa; Windschitl, Mark
Science Education, v95 n4 p639-669 Jul 2011
Scientific explanation plays a central role in science education reform documents, including the "Benchmarks for Science Literacy," the "National Science Education Standards", and the recent research report, "Taking Science to School." While scientific explanation receives significant emphases in these documents, there is little discussion or consensus within the science education community about the nature of explanation itself. However, debates about scientific explanation have been a mainstay for philosophers of science for decades. We argue that a more clearly articulated conceptualization of scientific explanation for science education is necessary for making the vision of science education reform a reality. In this essay, we use major philosophical theories of scientific explanation as lenses to examine how the science education community has constructed the idea of explanation. We also examine instructional practice in school science settings, including our own classrooms, where teachers and students are working to explain natural phenomena. Using these examples, we offer suggestions for preparing both educators and young learners to engage in explanatory discourses that are reasonably accountable to authentic epistemic practice in science. (Contains 2 footnotes and 3 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A