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In this study, presented at the 2002 Physics Education Research Conference, the author discusses results of a study in which university students in a physics course for pre-service elementary school teachers answers to a series of problems during and after instruction in which students are asked about the mass of objects after energy transfers, or about the balancing behavior of heated objects. The author found that students answer suggest that, while some students may conceptualize energy as a substance with mass and volume, this idea is not consistently applied.
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