In this essay, findings from research in science and chemistry education are used to describe and discuss progression in students' structure–property reasoning through schooling. This work provides insights into the challenges that students face to master this important component of chemical thinking. The analysis reveals that student reasoning is often guided by nonnormative implicit schemas that are little affected by traditional instruction. These schemas prioritize chemical composition over molecular structure, and centralized causality over emergence in the explanation and prediction of the properties of substances. The types of components that students invoke to make sense of properties and phenomena may change with schooling, but the underlying reasoning persists. In general, learners assume that observed properties and behaviors are directly related to the types of atoms present in a system and determined by these individual atoms' inherent characteristics.

中文翻译：

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结构-财产关系的推理进展

在本文中，来自科学和化学教育研究的结果被用来描述和讨论学生在学习过程中的结构-财产推理的过程。这项工作提供了对学生掌握化学思维这一重要组成部分所面临挑战的见解。分析表明，学生的推理通常由非规范的隐式图式指导，这些图式很少受传统教学的影响。这些图解在解释和预测物质特性时将化学成分优先于分子结构，将因果关系优先于出现。学生为理解特性和现象而调用的组件类型可能会随着学校的学习而发生变化，但基本的推理仍然存在。一般来说，