Enhancing student understanding of chemistry concepts: Bridging the gap using a conceptual typology of multiple models

Modelling is the essence of scientific and technological thinking and models are both the methods and products of science and technology. But how do secondary students view models? Usually as toys or miniatures of real-life objects with few students actually understanding why multiple models are used to explain concepts. A conceptual typology of models is presented and explained to help teachers select models that are appropriate to the cognitive ability of their students. The article concludes by recommending that teachers model scientific modelling to their students by encouraging the use of multiple models in chemistry lessons.