The physical scale model is often cited as an important tool of communication in architecture education (Eissen 1990; Schon, 1985). However, whilst the use of drawings and visual design thinking are well-documented areas of research (Goldschmidt, 1994; lawson & loke, 1997), the role of the model is not. Existing classification systems of models (Echenqiue, 1970) do not explain how a model interacts with its user or contribute to the understanding of the use of a model as part of an educational process. The aim of this study was to contribute to the understanding of the role of the model in architecture education. Therefore, the principal objective of this study was to develop a methodology that would afford a formal description of the use of models in educational contexts. This would then enable the research to elucidate upon issues related to the model. The study began with a survey of existing research in the fields of design pedagogy, visualisation, and associated topics. An exploratory study into current attitudes concerning the model in architecture education at the early stage of the research did little to explain its use in this environment. The study led to a review of existing classification systems and a modified version of Echenique's taxonomy was proposed. This taxonomy was applied to the environment of architectural practice to further the l.I1derstanding of different types of model and their use in architecture. This research was particularly concerned with the very specific relationship involving a tutor, a student and a model in architecture education. To enable the research to describe and analyse the predominantly qualitative data generated by this relationship, the study used Gibson's (1979) approach to ecological psychology as a theoretical framework. This provided a novel approach to the description of events and behaviour within the academic environment. It also facilitated a comparative study of different model types via case studies of current undergraduate courses in the UK Since some of the model types are based in environments other than architectLre the practical application of these is explained in appendices to further the understanding of their use for the reader with an architectural background. Through formal description of the use of different models in different contexts, this approach has been found to be practical and effective in contributing to the understanding of how and why models are used in addition to what they are used for, and, furthermore, how they relate to the environment of architecture education.