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

metacapability 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.