A typology of school science models

Modelling is the essence of thinking and working scientifically. But how do secondary students view science models? Usually as toys or miniatures of r eal-life objects with few students actually understanding why scientists us e multiple models to explain concepts. A conceptual typology of models is p resented and explained to help teachers select models that are appropriate to the conceptual ability of their students. The article concludes by recom mending that teachers model scientific modelling to their students, encoura ge the use of multiple models in science lessons, progressively introduce s ophisticated models, systematically present in-class models using the Focus , Action and Reflection (FAR) guide and socially negotiate all model meanin gs.