These canonical modes are often combined (Buckley, 2000), e.g., a verbal presentation of the visual representation of the Krebs’ cycle.
If one approach to the provision of science education is to be through a much greater emphasis on models and modelling, consideration must be given the implications for curriculum design, for learning, for teaching, and for teacher education. As this approach, in an explicit form, has only recently begun to take shape, the discussion of these issues poses more questions than it provides answers.