In this volume, a number of experts from various disciplines take a look at three strands in learning to model. They examine the activity of modelling from disparate theoretical standpoints, taking into account the individual situation of the individuals involved. The chapters seek to bridge the modelling of communication and the modelling of particular scientific domains. In so doing, they seek to throw light on the educational communication that goes on in conceptual learning. Taken together, the chapters in this volume illustrate the diversity and vivacity of research on a relaitively...