论文信息 - The substantialisation of properties in pupils' thinking and in the history of science

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

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.

Merce Izquierdo | Rod Watson | Neus Sanmarti

[1] Jean Piaget,et al. The Child's Construction of Quantities , 1974 .

[2] Analysing students’ reasoning in science: A pragmatic view of theoretical problems , 1985 .

[3] R. Gagliardi,et al. La historia de las ciencias , 1986 .

[4] The pupils’ view of electricity , 1985 .

[5] Michelene T. H. Chi,et al. Conceptual Change within and across Ontological Categories: Examples from Learning and Discovery in Science , 1992 .

[6] J. Bliss. Qualitative data analysis for educational research , 1983 .

[7] B. Andersson. Pupils' Conceptions of Matter and its Transformations (age 12-16) , 1990 .

[8] P. Black,et al. Qualitative data analysis for educational research : a guide to uses of systemic networks , 1983 .

[9] Joseph Nussbaum,et al. Pupils' understanding of the particulate nature of matter: A cross‐age study , 1981 .

[10] Joseph Nussbaum,et al. Classroom conceptual change: philosophical perspectives , 1989 .

[11] B. Andersson,et al. The experiential gestalt of causation: a common core to pupils’ preconceptions in science , 1986 .

[12] Christina Solomonidou,et al. Physical phenomena‐‐chemical phenomena: do pupils make the distinction? , 1989 .

[13] Charles W. Anderson,et al. Students' conceptions of chemical change , 1992 .