Scientific argument and explanation: A necessary distinction?

In this paper, we argue that there is an emergent confusion in the literature in the use of the terms "argument'' and "explanation." Drawing on a range of publications, we point to instances where these terms are either used inappropriately or conflated. We argue that the di...

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Bibliographic Details
Published in:Science education (Salem, Mass.) Mass.), 2011-07, Vol.95 (4), p.627-638
Main Authors: Osborne, Jonathan F, Patterson, Alexis
Format: Article
Language:English
Subjects:
Accuracy
Begriffsbestimmung
Communication
Concept Formation
Criticism
Differences
Diskurs
Epistemologie
Epistemology
Konzeptentwicklung
Naturwissenschaftlicher Unterricht
Persuasive Discourse
Role
Science education
Scientific Concepts
Semantics
Semantik
Students
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Summary:In this paper, we argue that there is an emergent confusion in the literature in the use of the terms "argument'' and "explanation." Drawing on a range of publications, we point to instances where these terms are either used inappropriately or conflated. We argue that the distinction between these two constructs is, however, important as a lack of clarity of fundamental concepts is problematic for a field. First, a lack of common conception hinders effective communication and, second, it makes defining the nature of the activity we might expect students to engage in more difficult. Drawing on a body of scholarship on argument and explanation, this paper is an attempt to clarify the distinction and to explain why such a distinction might matter.
ISSN:1098-237X
0036-8326
1098-237X
DOI:10.1002/sce.20438