Scientific explanations in Greek upper secondary physics textbooks. Issue 1 (2nd January 2018)

• Record Type: Journal Article
• Authors: Velentzas, Athanasios; Halkia, Krystallia
• Is Part Of: International journal of science education. Volume 40:Issue 1(2018)
• Page Start: 90
• Page End: 108
• Publication Date: 2018-01-02
• Subjects: Explanation -- textbook analysis -- secondary/high school; Science -- Study and teaching -- Periodicals; Science teachers -- Periodicals; 507
• DOI: 10.1080/09500693.2017.1401251
• Languages: English
• ISSNs: 0950-0693

Abstract

ABSTRACT: In this study, an analysis of the structure of scientific explanations included in physics textbooks of upper secondary schools in Greece was completed. In scientific explanations for specific phenomena found in the sample textbooks, the explanandum is a logical consequence of the explanans, which in all cases include at least one scientific law (and/or principle, model or rule) previously presented, as well as statements concerning a specific case or specific conditions. The same structure is also followed in most of the cases in which the textbook authors explain regularities (i.e. laws, rules) as consequences of one or more general law or principle of physics. Finally, a number of the physics laws and principles presented in textbooks are not deduced as consequences from other, more general laws, but they are formulated axiomatically or inductively derived and the authors argue for their validity. Since, as it was found, the scientific explanations presented in the textbooks used in the study have similar structures to the explanations in internationally known textbooks, the findings of the present work may be of interest not only to science educators in Greece, but also to the community of science educators in other countries.