Η ‘εξήγηση’ στην επιστημολογία και στη διδακτική των μαθημάτων των φυσικών επιστημών

Abstract

One of the main purposes of teaching science lessons is to enable students to explain natural phenomena. In the present study the term "explanation" is studied by a) epistemological and b) didactic. More specifically, the following questions are addressed: A) What is the accepted way of explaining physical phenomena at school? B) How are the explanations in the textbooks written? C) Is there a structure in the written or spoken language of a scientific explanation and which structure is acceptable for the school? D) How could we teach students to correctly formulate a scientific explanation and distinguish a scientific from a non-scientific explanation? E) How can we teach students to write valid scientific explanations and self-assess? G) How a student's scientific explanation is graded The conclusions of this study are applicable to teaching, assessment - self-assessment of pupils, writing of school books and teacher training.