Abstract
The ideas used by some 13 year old pupils to explain the properties of substances and their changes are analysed and discussed in this paper. A significant number of pupils use explanations which have been categorised as ‘substantialisation of properties’. This categorisation has been justified in this paper on the basis of a study of the history of science. An analysis of the consistency with which students use this type of explanation, and factors favouring its use, has been carried out.
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Sanmarti, N., Izquierdo, M. & Watson, R. The substantialisation of properties in pupils' thinking and in the history of science. Sci Educ 4, 349–369 (1995). https://doi.org/10.1007/BF00487757
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DOI: https://doi.org/10.1007/BF00487757