Though many philosophical and historical accounts of scientific practice have long been discussing models and other kinds of representations, much less is said about how they are incorporated in science education or how they might be taught. Physical models, scale models, analogue models and mathematical models form a heterogeneous body of scientific practice that demands both students’ and teachers’ attention. While agreeing on their importance, mathematical models, however, are often dealt with as indigestible formulas, or sets of uninteresting equations. Their high degree of abstraction and sophistication seem to inhibit understanding and obscure meaning.

This talk elaborates on historical and epistemological aspects of the famous Lotka-Volterra simple predation model to indicate ways in which their work can be utilized to advance the understanding of this distinct type of theory construction. By focusing upon historical detail and questions about the nature of science, we will discuss scientists’ assumptions and strategies, as well as social needs that guide their decisions. Our goal is to convey meaning in a process that often seems as something no more than sketches on a piece of paper.
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