Although explanation is not often explicitly studied in literature, it is present in the background of most papers dealing with communication and reasoning. "Good teaching is good explanation" (Calfee 1986: 1-2). This quotation reflects the belief that the capacity to explain is critically important in teaching (Havita 2000). According to Behr (1988: 189), the art of explaining - the ability to provide understanding to others - is the central activity of teaching. Therefore, to achieve the goal of teaching, the teacher must adopt effective teaching methods that can lead to learners understanding the subject being taught. Being the most commonly used teaching method, explanation integrates well in all methods of instruction, such as discussions, seminars, practical lessons and tutorials (Havita 2000). Therefore, if used properly, this teaching method can develop logical operations: induction, deduction, comparison, analysis, synthesis and analogy. The main objective of explanation in teaching is to enable the learners to take intelligent interest in the lesson, to grasp the purpose of what is being done, and to develop their own insight and understanding of how to do it (Rahaman 2004). In addition, and with specific reference to technology education, explanation is used in classroom teaching to provide students with an understanding of the complex and interrelated nature of technology, which is technical, procedural, conceptual and social (Hansen and Froelick 1994). This involves the ability by the teacher to use explanation effectively in order to communicate information to students. From the standpoint of technology education, explanation in teaching is an intentional activity, which represents the discovery of truth, which is based on concrete deductive arguments (Gwyneth 2007). Explanation as it pertains to teaching can be considered as an attempt to provide understanding of a problem to others (Brown and Atkins 1986: 63).