Abstract
The present paper develops the Concepts of scientific model and scientific modelling, from the perspective of their functioning at the didactic, metadidactic and sequential level. The paper proposes a manner of analysing the modelling from a triple position: as a didactic strategy, method and procedure. The study allowed us to define the didactic model and modelling in its relationship with analogy as a didactic method. We demonstrate the efficiency of modelling as a didactic strategy.
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