in this article the issue is modeling in science education. one of the advantages of designing instruction around modeling is that it enables educaters to sidestep the recurring and useless debates about the relative virtues of emphasizing science process or science content.. no one can engage in the activity of modeling without modeling something and this something is related to the question asked.. at the same time modeling is a practise, not a predigested collections of facts. beyond its value for students modeling has important advantages for teachers.because models are written and because they are publicly defended and debated, an emphasis on models tends to make students thinking highly visible to teachers.
also, in classrooms in which the modeling is applied , students learn that the point of scientific inqury is not to find the correct answer in stead they see that answers inevitably lead to additional questions and that deeper study of phenemenon leads to deeper understanding.
Q1: if we start to modeling to reach certain objective in scince curriculum and during development period students convert to model to something else rather than our target. how to behave to this student?
Q2) what more emphasis should be given to? the process of development a model or the product itself?
