This article is an attempt to present the role of description and explanation in the scientific investigation, but most of all in the process of education. It is based on the constructivist assumption that teachers, acknowledging the central role of the learner, should structure classroom experiences that foster the explanation and finally the creation of personal meaning of the material. According to W. Okon description and explanation are represented in the curriculum as the two aspects of knowledge. Teacher's explanation is also the type of scaffolding. In this text description and explanation are analyzed from epistemological, logical and didactic points of view.
Financed by the National Centre for Research and Development under grant No. SP/I/1/77065/10 by the strategic scientific research and experimental development program:
SYNAT - “Interdisciplinary System for Interactive Scientific and Scientific-Technical Information”.