Perspectives: Explaining Science

by: Mark J. Gagnon and Sandra K. Abell

We often think of science as exploration and experiment. However, classrooms that portray only this view of science fail to capture an essential feature of science—evidence-based explanation. When scientists encounter patterns in the world, they construct theories to explain them. This article describes how teachers can build a classroom atmosphere for developing explanations, and includes research results indicating that elementary students can generate viable explanations using scientific evidence.


Type Journal ArticlePub Date 1/1/2008Stock # sc08_045_05_60Volume 045Issue 05

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