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Paul, thank you for the challenging questions. I asked you in a reply to your email about a relevant article that could put these ideas in the context of educational research, and I'm repeating it here. Perhaps someone else here might have a suggestion, as well.

One question that I think needs to be fleshed out for me is what does it mean to use a model in the sciences? I like your idea of re-titling a model to be a 'story.' But I think for a physics model, this is only part of it. Physicists learn to tell stories with model equations, graphical relationships, or geometrical constructs. Students aren't ready for that when they are just entering a field. So I find that much of my work as a physics teacher is to help students to understand how to read the model and turn it into a story they can understand. Until they can do that, I don't think they're ready to grasp the limitations of the models we are using, let alone create a robust model of their own.

One other thought... David Hestenes, Emeritus professor at ASU has delved deeply into the cognitive aspect of model-building. I would encourage you to look into some of his work, since he is so close to physics modeling. Unfortunately, I've never really explored these points beyond what I know from his talks and modeling papers, or I would give you more direct insight.

Thanks for your energy, interest, and time.

Regards,

Doug