Models and Modeling play key roles in the conduct of and education in science. The formation and testing of models is central to the processes of science and all learning , including that of science involves the formation and change of mental models. Teachers of science construct special models in order to support the learning of their students. An understanding of these processes and outcomes draws on a wide range of disciplines. The overall aim of this series is thus to focus attention on the roles of models and modeling in science and education by drawing together the insights of history and philosophy of science, cognitive psychology, and sociolinguistics, in the interpretation of the outcomes of documentary and empirical research.
Book proposals for this series may be submitted to the Publishing Editor: Bernadette Ohmer