ABSTRACT
Increasing emphasis in science education has been placed on making fundamental and everyday issues accessible to a wider range of pupils-for example, the maintenance of life and eco-systems, the origins and uses of fuels and foods, the weather, and so on. Essentially, pupils are expected to make sense of processes of change. In talking about such matters, it is natural to produce explanations about what causes these changes to occur. While the notion of ‘change’ is very common in experience, it happens to be rather hard to explain scientifically.
