What kind of explanation is a model?

Abstract

We describe modeling as a form of explanation that is particular to science and, based on a research program conducted over the last 15 years, identify the conceptual resources and practices that must be developed for school students to become initiated into this kind of reasoning. We point out that modeling is difficult for novices to grasp but is treated by school science as self-evident, which may account for the fact that it is widely misunderstood by learners and educators alike. We close by considering components of instruction, especially classroom norms and tasks, that best support the long-term development of modeling. © 2010 Springer-Verlag US.