Such an approach would only have educational value if it were taught with a genuine historicity. That is, in terms of a given model be able to provide certain explanations and being superseded when unable to provide explanations of new facts (Justi & Gilbert, 1999).
Any science curriculum based on models and modelling must provide the opportunity for pupils to develop the capability to produce and test their own models. There is evidence that most current curricula offer little opportunity for his to take place (Justi, 2001; Justi & Gilbert, 2002). The process might take represented, if not take place, through a series of four discrete steps: