ABSTRACT
Introduction The purpose of this chapter is to establish the place of modelling and models in science education and in technology education (the UK terminology of ‘design and technology education’ is introduced and used in the chapter). It is argued that both the processes and outcomes of science and of technology per se have a great deal in common. ‘Authentic’ educations in science and in technology must reflect the natures of the parent disciplines as far as is practicable. Modelling and models are common to both, thus providing a potential bridge between science education and technology education. The basic terminology of modelling and models is presented.
