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Building on the major research interest of the authors for over 20 years, this volume reflects on what has been achieved at world-level in the demanding field of models and modeling in science education. Against a background of a justification for a focus on ‘scientific modelling’ in science education, a ‘model of modelling’ is presented and case studies of its teaching in classrooms are outlined in detail. In order to show what is entailed in the contribution of ‘meta-modelling capability’ to an understanding about science itself, the notions of ‘concept’, ‘argumentation’, ‘analogy’ and ‘visualisation’, are explored in depth. Realising that the development of a meta-capability in modelling is a complex and no doubt lengthy process, the potential form of a ‘learning progression’ in it is explored and two avenues for its evolution are outlined. The penultimate chapter is concerned with the implications of modelling-based teaching for teacher professional development – again drawing on the practical experience of the authors. Finally, the extensive ‘holes’ in the research-based knowledge themes addressed is book are identified and an agenda of research and development to address them is identified.
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