The substantialisation of properties in pupils' thinking and in the history of science

Neus Sanmarti; Merce Izquierdo; Rod Watson

doi:10.1007/BF00487757

The substantialisation of properties in pupils' thinking and in the history of science

Neus Sanmarti, Merce Izquierdo, Rod Watson

Department of Teaching of Mathematics and Experimental Sciences

Research output: Contribution to journal › Article › Research › peer-review

21 Citations (Scopus)

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. © 1995 Kluwer Academic Publishers.

Original language	English
Pages (from-to)	349-369
Journal	Science & Education
Volume	4
Issue number	4
DOIs	https://doi.org/10.1007/BF00487757
Publication status	Published - 1 Oct 1995

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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. {\textcopyright} 1995 Kluwer Academic Publishers.",

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