The use of analogue models by students of chemistry at higher education level

Forty‐five UK chemistry students, ranging in experience from first year undergraduate to post‐graduate research level and including trainee teachers, were interviewed to identify the uses that they make of analogue models in general, and when relating equations to projections in particular. Although only a restricted use of such models was found, and for none of the reasons valued by practising chemists, patterns were identified in the responses received. The implications for chemical education at school and higher education levels are discussed.