Introduction

This two paper section somewhat inevitably has some overlap with Part II on developing and understanding models in science education, since the basis of much modelling is arguably through language. However, these two papers are convened together to highlight the importance of the area in science education research. Merzyn presents a linguistic analysis of fifteen biology textbooks along six linguistic parameters, arguing that his methods provide richer insights than the more usual readability values. Somewhat surprisingly perhaps, his findings show remarkable similarities in presentational style regardless of the age and ability of the target audience. Sumfleth, Körner and Gnoyke looked at the importance of mental representations to the learning process. They ask us to question the assumption that pictures are supportive of learning and go on to explore how pictures have to be constructed if they are to function as an aid to learning.