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You are holding the rst in a hopefully long and successful series of RSA Cr- tographers’ Track proceedings. The Cryptographers’ Track (CT-RSA) is one of the many parallel tracks of the yearly RSA Conference. Other sessions deal with government projects, law and policy issues, freedom and privacy news, analysts’ opinions, standards, ASPs, biotech and healthcare, nance, telecom and wireless security, developers, new products, implementers, threats, RSA products, VPNs, as well as cryp- graphy and enterprise tutorials. RSA Conference 2001 is expected to continue the tradition and remain the largest computer security event ever staged: 250 vendors, 10,000 visitors and 3,000 class-going attendees are expected in San Francisco next year. I am very grateful to the 22 members of the program committee for their hard work. The program committee received 65 submissions (one of which was later withdrawn) for which review was conducted electronically; almost all papers had at least two reviews although most had three or more. Eventually, we accepted the 33 papers that appear in these proceedings. Revisions were not checked on their scienti c aspects and some authors will write nal versions of their papers for publication in refereed journals. As is usual, authors bear full scienti c and paternity responsibilities for the contents of their papers.

This book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling of mental processes, knowledge, cognitive development and conceptual learning. The conclusion outlines significant implications for science teachers and those researching in this field.This highly useful work provides models of scientific thinking from different field and analyses the processes by which we can arrive at claims about the minds of others. The author highlights the logical impossibility of ever knowing for sure what someone else knows, understands or thinks, and makes the case that researchers in science education need to be much more explicit about the extent to which research onto learners’ ideas in science is necessarily a process of developing models.Through this book we learn that research reports should acknowledge the role of modeling and avoid making claims that are much less tentative than is justified as this can lead to misleading and sometimes contrary findings in the literature. In everyday life we commonly take it for granted that finding out what another knows or thinks is a relatively trivial or straightforward process. We come to take the ‘mental register’ (the way we talk about the ‘contents’ of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work.

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