Different ways of explanation: Descriptive/empirical vs. explanatory/theoretical

In this paper I propose a model for analysing students’ explanations of chemical kinetics which might be extended to other areas of the chemistry curriculum. The proposed model is developed on the basis of a conceptual analysis of chemical kinetics and students’ ways of explanation solicited by a series of written tasks involving concepts and phenomena in chemical kinetics. Such an approach allows an analysis of both the scientific knowledge and the students’ knowledge (in the area of chemical kinetics) from the same point of view. This would allow us (if necessary) to design teaching so as to close the gaps between these two views. Some possible implications of planning the curriculum and teaching are proposed in the light of the results.