Models in explanations, Part 2: Whose voice? Whose ears?

This is the second of two papers which seeks to identify some of the issues associated with the role of models in scientific explanations. Part 1 (Gilbert et al. 1998) suggested a typology of explanations and discussed the notion of 'appropriateness' in explanations. It also addressed the notion of appropriateness as applied to the explanations that scientists, the designers of science curricula, teachers of science and students of science produce, and the role of models therein. The present paper discusses factors which may influence the way that those explanations are understood and the judgement of their appropriateness by the various audiences involved. These factors govern the range of who may ask questions in science, the nature of the questions that may be asked, the kinds of explanation that are accepted, and the models that may be used. Finally, some ways to improve the appropriateness of explanations, both by questioners and explainers, are put forward.