Abstract
ABSTRACT. The purpose of this study was to explore the structure and content of chemistry teacher's explanations from the per-spective of 'persuasion'. Especially, this study was to explore how the argument structure and the conceptual change constructs in chemistry teachers' explanations were established and intera cted. Data were collected from chemistryI classes considering thegas unit which includes kinetic theory of gas, Graham's law, Boyle's law, and Charles' law. The classes were vediotaped and tra ns-cribed. The transcriptions were analyzed with Toulmin's argument frame and the two constructs of conceptual change model; theconceptual ecology and the status of a conception to interpret the persuasive structure and content of the teacher's explanatio ns. Asthe results of this study, four explanatory discourses which show various persuasive explanations in chemistry classes. Based o n thisresults, discussion and implications for effective teachers' explanations in chemistry classes were presented.
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