How do Teachers and Textbook Writers Model Scientific Ideas for Students?

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Teaching and learning with analogies : friend or foe (2006, background): “Science teachers and textbook writers differ widely in their enthusiasm for analogical explanations: some use many analogies (Harrison, 2001; Harrison & de Jong, 2004); others are wary because they cannot predict how their students or readers will interpret the analogies they use to teach science (T”
Science teachers' knowledge about and attitudes towards the use of models and modelling in learning science (2002, methodology): “As discussed elsewhere, this may be a consequence of the fact that, owing to the extensively use of models and modelling in chemistry, they had become part of the everyday mode of thinking used by chemists and chemistry teachers (Luisi and Thomas 1990, Harrison 2001).”
Teaching and Learning with Analogies (2006, background): “Science teachers and textbook writers differ widely in their enthusiasm for analogical explanations: some use many analogies ( Harrison, 2001; Harrison & de Jong, 2004); others are wary because they cannot predict how their students or readers will interpret the analogies they use to teach science ”
Teachers' views on the nature of models (2003, background): “Harrison (2001) interviewed 10 experienced high school science teachers about their understanding of the nature of models and their use in explanations.”