Model theory in contemporary philosophy of science interprets scientific theories as sets of models, and contributes significantly to the understanding of the relation between theories, models, and the real world. The clarification of this relation is fundamental for the understanding of the nature of scientific methods and scientific knowledge and can contribute to the shaping of epistemologically pertinent educational models in science education. We initially present a reconstruction of the most important model-based contributions concerning mainly the nature, construction and the functions of theoretical models. Our interest focuses particularly on the theory structure scheme of the model-based view, which Ronald Giere explicitly formulated using as a paradigm the structuring of classical mechanical models, and which we extend to become a base for a structuring of basic quantum mechanical models. We consider this scheme to provide an adequate basis for the structuring of school science contents; and further propose in outline a way of structuring typical physics content, in which the topics are presented as theoretical models of the same theory, together with the modelling rules that led to their construction, and also some examples of their empirical application.

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In view of the complex problems of this age, the question of the socio-ethical dimension of science acquires particular importance. We approach this matter from a philosophical and sociological standpoint, looking at such focal concerns as the motivation, purposes and methods of scientific activity, the ambivalence of scientific research and the concomitant risks, and the conflict between research freedom and external socio-political intervention. We then point out the impediments to the effectiveness of cross-disciplinary or broader meetings for addressing these complex problems and managing the associated risks, given the difficulty in communication between experts in different fields and non-experts, difficulties that education is challenged to help resolve. We find that the social necessity of informed decision-making on the basis of cross-disciplinary collaboration is reflected in the newer curricula, such as that of Greece, in aims like the acquisition of cross-subject knowledge and skills, and the ability to make decisions on controversial issues involving value conflicts. The interest and the reflections of the science education community in these matters increase its-traditionally limited-contribution to the theoretical debate on education and, by extension, the value of science education in the education system.

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