科學的發展過程中科學家常透過模型的建立，使科學知識得以簡明的方式表示或傳遞其理論，
以做為溝通的媒介。但是在科學教育的教學中，教師較少發展學生對模型的觀點，也不重視建模能力的建構，因而學生對模型的看法常停留在具體的層次而未能提升到抽象的層次，使得科學學習受到阻礙，更遑論整體建模能力的培養。有鑑於此，本文主要是回顧有關模型和建模能力的相關文獻，並對其在科學教育的教與學中所扮演的角色以及以模型為基礎的教學實例加以評析，以作為科學教與學之參考。

Model construction has played an important role in the process of scientific development that allows scientific knowledge and its theories to be conveyed via a concise way and to act as a mediator for science
learning. However, in science teaching, teachers neither help students develop their points of view about models, nor do they provide opportunities for developing students’ modeling ability. Therefore, students’ viewpoints about models remain at a concrete level and are lacking of abilities in thinking abstractly. The purpose of this paper is to review the relevant literature on models and modeling ability, their roles in science instruction, and importance of model-based teaching and learning in science education. Educational implications about models and modeling abilities are discussed.