ABSTRACT
In the summer of 1991 I was able to work with a small number of able 14 to 15-year-old students using a pre-release version of Model Builder. I wanted to see what the students would be able to achieve using the software and, in particular, their response to using an explicit modelling process. My hope was that by creating their own models, the students could be guided to think about the limitations of modelling. They might begin to see it as a complex activity with no ‘correct’ answers, and one which we must be prepared to accept as necessarily imperfect.
