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 |
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| Pages (from-to) | 349-369 |
| Journal | Science & Education |
| Volume | 4 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 1 Oct 1995 |