The Strategies of Modeling in Biology Education Julia Svoboda • Cynthia Passmore Published online: 2 December 2011 Ó Springer Science+Business Media B.V. 2011 Abstract Modeling, like inquiry more generally, is not a single method, but rather a complex suite of strategies. Philosophers of biology, citing the diverse aims, interests, and disciplinary cultures of biologists, argue that modeling is best understood in the context of its epistemic aims and cognitive payoffs. In the science education literature, modeling has been discussed in a variety of ways, but often without explicit reference to the diversity of roles models play in scientific practice. We aim to expand and bring clarity to the myriad uses of models in science by presenting a framework from philosopher of biology Jay Odenbaugh that describes five pragmatic strategies of model use in the biological sciences. We then present illustrative examples of each of these roles from an empirical study of an undergraduate biological modeling curriculum, which highlight how students used models to help them frame their research question, explore ideas, and refine their conceptual understanding in an educational setting. Our aim is to begin to explicate the definition of modeling in science in a way that will allow educators and curriculum developers to make informed choices about how and for what purpose modeling enters science classrooms. 1 Introduction Modeling is increasingly understood as an integral component of authentic scientific inquiry and, as a result, model-based curricula have been gaining traction in science education reform (NRC 2007). However, modeling, like inquiry more broadly, is a com- plex practice, which makes successfully translating modeling from the scientific com- munity into science classrooms a significant challenge. One important element in addressing this challenge is to develop a better understanding of the reasoning and deci- sion-making strategies that accompany authentic scientific practice. There are relatively few accounts of modeling in classrooms that do this in much detail. However, the phi- losophy of science, and, in particular, the philosophy of biology literature, contains several J. Svoboda (&)  C. Passmore School of Education, University of California, Davis, Davis, CA 95616, USA e-mail: jmsvoboda@ucdavis.edu 123 Sci & Educ (2013) 22:119–142 DOI 10.1007/s11191-011-9425-5