Different definitions for the idea of modeling in science education

Abstract

Model and modeling are terms commonly used with different meanings in the literature of science education. In this paper, at least five different meanings for the term modeling are identified and thus analyzed: 1) modeling as model progression; 2) modeling as a scientific practice; 3) modeling as competence; 4) modeling in its instrumental dimension; and 5) modeling as a teaching strategy. From this analysis it is suggested that it is necessary to connect the different perspectives in order to unify the terminology used and develop integrative didactic proposals that are useful for research and classroom practices in the teaching of science.