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ABSTRACT
This article describes a recent study with undergraduate and post graduate chemistry students and concerns their understanding of the role of models in chemistry. The principal technique used was the semi‐structured workshop Interview Involving models. The study highlighted the value of this technique in Identifying concept difficulties in chemistry and in exploring students’ views on science education issues in general. The article considers the potential of the semi‐structured workshop interview and makes recommendations for its Inclusion into a wide variety of assessment and evaluation procedures in higher education.