Explanatory Support for Learning Physics Robert Ramberg & Klas Karlgren Department of Computer- and Systems Sciences, Stockholm University, Sweden Address: Electrum 230, S-164 40 Kista, Sweden email: robban, klas @dsv.su.se phone:+46 -8 -16 20 00 This paper reports on an approach which rests upon a theory of argumentation stressing the importance of allowing learners to get an insight into concepts and the specific language of a domain. Learning the language within a particular domain is a particularly important aspect in learning the domain in question. Explanations were created based on an argumentation model and their effects on understanding and learning an important principle in classical mechanics (the principle of equivalence) was investigated. The results from the study which was based on prediction and explanation tasks indicates that explanations can be a valuable support in the context of understanding and learning a complex area. A large increase in correct predictions was observed in the post-test after subjects had read the explanations that had been created based on the argumentation model. Further, in the subjects' own explanations for why predicted events would occur, it was observed that subjects used concepts that had been explained and were crucial to be able to predict the event correctly. The explanations based on the argumentation model and concepts explained within explanations thus served as anchors for making correct predictions and also for explaining the predicted event in a more scientifically correct way. Keywords: Teaching/Learning strategies, IT-education, Argumentation-based Explanations 1 Introduction In this paper an approach based on a theory of argumentation focussing on providing learners with explanatory support for understanding and learning physics is presented. We stress the importance of allowing learners to get an insight into how concepts, or the specific language of a certain domain is used. Results from a study is presented where explanations explaining familiar and unfamiliar phenomena in physics and more precisely the principle of equivalence within mechanics are investigated as to the subjects' experiences of understanding and learning from these. 2 Social aspects of cognition and learning In theories of cognition and learning there has been a shift in focus from the individual and what goes on in an individual mind towards appreciating the social and situated aspects of cognition and learning having implications for how instruction should be carried out [1, 15, 4, 12, 6]. Traditional learning theories have during recent years been rivaled by theories which emphasize that knowledge is socially constructed and that central to learning is the process of gaining membership in social communities of practice [9, 2, 8]. Rather than viewing expertise as independent facts expertise is viewed as the practices of a certain community [8, 2]. Instruction is thus not seen as having information conveyed to the learner but participation in the activities and conversations of a community is viewed as central. For instance, the problem of learning a scientifically correct language is to a large degree analogous to learning a natural language. Children participate in various activities in which they practice using language as well as observe how it is used by others. These activities help children learn how to use certain concepts and thus come to an understanding of what these mean. Many of these, or similar, insights have lately been put forth by several theorists and often in polemics towards "traditional cognitive science" [1, 2, 4, 12]. However, not only activities are important but also socio-cultural perspectives and the discourse, or institutionalized discursive practices of a domain have proven to be crucial to understand and indeed perceive phenomena within that domain [16]. The study reported on gives witness to that mere activities in physics laboratories do not in themselves lead to an understanding of phenomena.