“…Both those in philosophy of science (Giere, 1988(Giere, , 1997Nersessian, 2002) and science education from American and European traditions (Clement, 2000;Duschl, 2000;Duschl & Hamilton, 1998;Gilbert & Boulter 2000;Gobert & Buckley, 2000;Grandy, 2003;Harrison & Treagust, 2000;Lehrer & Schauble, 2005;Rumelhard, 1988;Tiberghien, 1994;White & Frederiksen, 1998 among many others) have acknowledged the need to consider modeling as a key process in teaching and learning science. The agreement is based on considering models as intermediaries between children's capacity of interpreting natural facts and the multiple aspects of these facts that substantially work by representing hidden semantic connections and organizing them in a comprehensive meaning.…”