Neus Sanmartí

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.

Promoviendo la autorregulación en la resolución de problemas de física

Self-regulation is an effective strategy to develop competence in learning to learn, and in scientific literacy. This paper presents an activity aimed to promote the development of the ability of students 16 to 17 years old to self-regulate the processes of solving physics problems, and self-assessment activity as the process itself occurs. The analysis of the data from its application shows, firstly, that students improve their results and the positive assessment made of the process and, furthermore, its influence on the change in the daily work of the teacher.