Database of Publications

Date: 2014.10.06

Posted by I. Morales (Spain)

Message: In this paper we can find an analysis of the explanation role in the school. An explanation is not a description or assertion, and the teacher must be able to distinguish between the explanation and the description of a phenomenon. An explanation must be understandable by the students, taking in account the cognitive level of our students. An explanation is important because it allows to understand phenomena, facts and scientific situations. We can find in the paper interesting suggestions to improve science teachers´ skills about explanation. I consider the article relevant because it offers teaching approaches and suggestions to work with my students. This paper is interesting and relevant and it has enriched my view of the teaching of Sciences.

Date: 2013.07.15

Posted by Inforef (Belgium)

Message:  The paper contains valuable suggestions to improve science teachers’ skills, in particular when they have to explain a situation or a phenomenon to their students.
The publication begins indeed with a reflection on the verb “to explain” in order to focus on what explain means in the field of the teaching education.
Especially in the scientific subjects, the ability of provide a clear explanation of the phenomenon is central and fundamental.
Starting from a reflection on the importance of explanation is in fact possible to shift to other relevant topics related to teaching skills and ability.
First of all, for examples, teacher must always calibrate its didactic proposals taking into account the requisites of its students and only when the explanation takes into account the cognitive level of the recipients, it can establish a functional communication to learning.
The authors show the inadequacy of texts for high school in which the word \'explain\' is used incorrectly, often in place of \"description\" and \"describe\" or \"assertion\" and \"claim\".
It is instead necessary and essential that teachers, as well as their pupils, are able to distinguish between the explanation of a phenomenon and its description.
Very interesting in the publication is the connection established to the theory of mental models. Given that to explain something means that one must also understand it, within Cognitive Psychology, this involves building a mental representation of the situation and this mental model only includes the relevant elements of the actual situation.
Very appreciated have been the various examples given throughout the paper which showed how we are not explaining topics fully as students are unable to fully grasp the concept at that age.
In conclusion, these ideas are applied to a concrete example on changes of state giving to the publication a very high profile and useful role.

Date: 2013.06.05

Posted by Anna Borguliakova (Slovakia)

Message: One od the crucial and basic factor in learning process is explanation. Explanation is extremely important because depending on how it is used in class, learning is meaningful for precisely this reason, explanation has for personal me higher priority as a topic in teacher training courses,
That means that the most important point from this article is the distinction that must be made between two essential aspects of explanation – “An explain to “explain” that is not “explains”
Various examples were given throughout the paper which showed how we are not explaining topics fully as students are unable to fully grasp the concept at that age. This is extremely relevant to chemistry teachers as students will be entering the classroom and we are assuming that they fully understand a particular topic but they may be missing the fundamental part of it.
The article also stress that a good example should be given when explaining any theory in order to give the student concrete evidence of what is happening.
For me one very valuable contributions is the distinction made between two essential aspects of explanation. The first general aspect, which defines it, is that an explanation should account for the meaning of a fact or phenomenon. The second aspect, which is specific of a school environment, is that a good explanation should be accessible to students. In this regard, the teacher should adjust his/her teaching proposal to the cognitive level of the students.
Very interesting is the connection established to the theory of mental models. Given that to explain something means that one must also understand it, within Cognitive Psychology, this involves building a mental representation of the situation. This mental model only includes the relevant elements of the actual situation.
At the end of the articles, these ideas are applied to a concrete example on changes of state. In conclusion, in my opinion, the article is extremely useful for both pre-service and in-service teachers.

Date: 2013.05.28

Posted by Michelle Herbert (Ireland)

Message: Why is this paper relevant?
This paper focuses on the meaning of the word “Explain”. The article is extremely relevant as if the content of the course cannot be explained then the learning process will be immediately halted.
Since the purpose of Science is to “explain” the author highlights the importance the teacher plays in the role of obtaining information from students about the nature of scientific explanations. Aristotle is mentioned in his distinction between “knowing that” and “knowing why”. It is important that we understand phenomena in order to help us explain why they happen.
The most important point I noted from this article was the distinction that must be made between two essential aspects of explanation – “An explain to “explain” that is not “explains”

Which parts of this papers underline relevant issues for chemistry teachers? Please, indicate what kind of issue is highlighted by the authors and why it is important for chemistry teachers.
This paper highlights many issues that many be happening in classrooms around Ireland as well as Italy. Many teachers repeat what they learned as students themselves when explaining scientific theories – “Customary Use”.
Various examples were given throughout the paper which showed how we are not explaining topics fully as students are unable to fully grasp the concept at that age. This is extremely relevant to Chemistry Teachers as students will be entering the classroom and we are assuming that they fully understand a particular topic but they may be missing the fundamental part of it.
The article also highlights that a good example should be given when explaining any theory in order to give the student concrete evidence of what is happening.
Does the paper suggest and encourage to experience different approaches and methods for teaching and learning chemistry? Please, indicate what method is more suitable for your National context.
Borsese, based on his experience as a teacher trainer, points out that the training that many teachers received did not favour the acquisition of a critical and reflective behaviour: during their teaching activities almost always they repeat to their students the same \'explanations\' stored or partially understood when they were students. This is relevant for both incoming a and teachers that are presently in the second level system.

Although I found the paper an interesting read it was difficult to translate exact meanings at time throughout the paper.
The paper did make me think about the way I explain certain topics in aspects of the curriculum but I feel that if more examples were given it would have been more beneficial to teachers reading the review. The example included changes of state which was very relevant, more examples like these would have been appreciated.

Date: 2013.05.15

Posted by Manuel Fernández González (Spain)

Message: In school contexts, the problems generally considered are those related to course content to the detriment of other crucial factors in the learning process, such as explanation. Indeed, explanation is extremely important because depending on how it is used in class, learning is meaningful or is accomplished merely by rote. For precisely this reason, explanation should be given higher priority as a topic in teacher training courses,
This is the focus of “The scientific explanation at school”, an article by Borsese and Parrachino. One of its most valuable contributions is the distinction made between two essential aspects of explanation. The first general aspect, which defines it, is that an explanation should account for the meaning of a fact or phenomenon. The second aspect, which is specific of a school environment, is that a good explanation should be accessible to students. In this regard, the teacher should adjust his/her teaching proposal to the cognitive level of the students.
Especially noteworthy is the connection established to the theory of mental models. Given that to explain something means that one must also understand it, within Cognitive Psychology, this involves building a mental representation of the situation. This mental model only includes the relevant elements of the actual situation.
Interestingly, the authors call attention to the fact that many “explanations” found in textbooks and used by teachers in class are more in the way of descriptions than actual explanations. Accordingly, the authors of the article propose the incorporation of a new topic for teacher training courses, which would teach them to how to distinguish the explanation of a phenomenon from its description.
At the end of the articles, these ideas are applied to a concrete example on changes of state. In conclusion, in my opinion, the article is extremely useful for both pre-service and in-service teachers.