Models in explanations, Part 1: Horses for courses?

• Published in: International journal of science education Vol. 20; no. 1; pp. 83 - 97
• Main Authors: Gilbert, John K., Boulter, Carolyn, Rutherford, Margaret
• Format: Journal Article
• Language: English
• Published: London Taylor & Francis Group 01.01.1998; Taylor & Francis
• Subjects: Cognitive Processes; Concept Formation; Curriculum subjects: programmes and methods; Educational sciences; Epistemology; Exact and natural sciences; Foreign Countries; Great Britain; Knowledge Representation; Scientific Methodology; Scientific Principles; South Africa; Teaching methods; South Africa; United Kingdom (Great Britain); Programme attitude; Course syllabus; Teaching Model; Typology; Comprehension; Science Education; Conformity
• ISSN: 0950-0693; 1464-5289
• DOI: 10.1080/0950069980200106

This is the first of two papers which seeks to identify some of the issues associated with the role of models in scientific explanations. Starting from a broad definition, a typology of explanations is developed and the notion of 'appropriateness' in scientific explanations is explored. Some characteristics of explanations sought and provided for and by scientists, science curricula, teachers of science and students of science are identified. Finally, the nature of models and their contribution to explanations are explored. In Part 2 (Gilbert et al. 1998), the understandings generated from provided explanations are discussed, together with an appraisal of those explanations which are not commonly sought or attempted.