This book argues that modelling should be a component of all school curricula that aspire to
provide 'authentic science education for all'. The literature on modelling is reviewed and a
'model of modelling' is proposed. The conditions for the successful implementation of the
'model of modelling' in classrooms are explored and illustrated from practical experience. The
roles of argumentation visualisation and analogical reasoning in successful modelling-based
teaching are reviewed. The contribution of such teaching to both the learning of key scientific
concepts and an understanding of the nature of science are established. Approaches to the
design of curricula that facilitate the progressive grasp of the knowledge and skills entailed
in modelling are outlined. Recognising that the approach will both represent a substantial
change from the 'content-transmission' approach to science teaching and be in accordance with
current best-practice in science education the design of suitable approaches to teacher
education are discussed. Finally the challenges that modelling-based education pose to science
education researchers advanced students of science education and curriculum design teacher
educators public examiners and textbook designers are all outlined.
