In this traditional framework, we neglect the motivation, strategies and arguments to understand the why, the how
and the evolution of chemical phenomena and their modelling. We are of the opinion that "if students are involved
in a process of modelling, understanding contributes to the development of their models and allows an evolving
understanding" (Penner et al., 1998; Roth, 1998). In response to this situation, several teaching strategies have been
developed. This is especially true about the integration of model-based tasks in education (Gobert and Pallant 2004),
involvement in an online history of the development of the model (Justi and Gilbert 1999), and the design of a
model-based, computer-aided conceptual understanding to encourage and promote the development of a skills-based
reasoning model (raghavan and Glaser 1995) and therefore chemistry.