ABSTRACT
Although secondary students learn a number of biological explanations in their courses, more often than not they do not have the opportunity to reflect on the structure of these explanations, to consider the inquiry processes and the scientific knowledge that underlie them, or to discuss the respective scientific theories and models from which these explanations are derived. In this chapter, we describe the nature and structure of biological explanations, reviewing the relevant literature in science education and philosophy of science. Then, we focus on causal explanations in biology, and on two important distinctions: 1) between developmental and evolutionary explanations for the origin of biological phenomena; and 2) between causes of effects and the processes through which these effects are brought about. Explaining the origin of biological phenomena is a central goal in biology education, and therefore it is important for students to understand the structure of these explanations (causes and process), as well as the pluralism that characterizes them (traits are the outcomes of both evolution and development). We conclude with suggestions for teaching and learning about the nature and structure of biological explanations.
