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Until relatively recently, science teaching was based on conveying theoretical concepts. Nevertheless, in the last few years we have gradually understood the importance of building mental models that represent scientific reality. Model-based science teaching has been used at a school level with satisfactory results. However, only a few studies have been published so far on science modelling in higher education.

The present thematic review analyses the concept of model in science and the works published in recent years on models in physics education.

Throughout these years, special importance has been given to the acquisition of student learning models. These models can either be introduced in the teaching process or acquired by students in their learning process using specific teaching tools. As a conclusion of this review, the authors say that although such strategies are increasingly used in the teaching of science at a school level, few works delve into the importance of acquiring models in higher education. More specifically, there are few research works published in the context of teaching physics in university courses.

This study review and analyses works published on this issue and aims to provide knowledge as a starting point for future research.

This research work had been a double objective, to help the students achieve the learning outcomes, scientific skills and on the other hand, to develop specific scientific sub-competences, all of these related not only with the conceptual knowledge but also with the knowledge of procedurals and epistemology.

A didactic sequence has been designed and applied with students of the University Catholique of Louvain (Belgium) in collaboration with teachers from the University of Zaragoza (also researchers in the knowledge areas of Electronics, Applied Physics and the Didactics of Experimental Sciences). Several methodologies were applied thorough the teaching-learning sequence as the flipped classroom is. A varied sample of assessment instruments was used.

The results suggest this sequence produces a more significant learning than a more conventional teaching, however there is no increase in the number of students who passed. The students explaining phenomena scientifically, evaluating and designing experiments and making researchable questions and interpreting data and scientific evidence, which are a consequence of the development of scientific knowledge (content, procedural and epistemic). In addition, the students kept motivated by this methodological change and maintained the perception of having achieved the expected learning according to the objectives of the course.

Until a few years ago, research in the didactics of experimental sciences, and the application in the classroom of the results obtained, was limited to education in non-university stages. The opportunity of this work is to expand knowledge in relation to the application of didactic strategies in physics education at a higher level.

Despite recognition of the centrality of emotions in entrepreneurship, little attention has been given to role of emotions in the development of entrepreneurial identity or enactment of entrepreneurial role. The contribution of the chapter is in the development of a dynamic model of the process leading to identification or dis-identification as an entrepreneur. In this chapter, we develop a dynamic model of the process leading to identification or dis-identification as an entrepreneur. We theorize that the driver behind an individual’s decision to become an entrepreneur, and their significant emotional experiences in the entrepreneurial role, influence the likelihood of following an identification or dis-identification cycle. Specifically, our framework proposes that positive emotions strengthen approach motivation and identification with the role, while negative ones foster avoidance motivation and dis-identification. We argue that contextual embeddedness can prompt transition between these two cycles. Our theorization provides new insights into methods of analyzing the role of emotions in the entrepreneurial process, more specifically in the process of entrepreneurial identity crafting. These insights also can be translated into studying the crafting of any professional identity.

This editorial aims to provide an overview of the current state of research in the UK and proposes some future directions for research for family business scholars.

This article is an editorial with commentary about recent developments in understanding research gaps in the field of family business research.

The paper discusses the areas where future research in family business is required focusing on three levels: the organization; the individual; and the community.

The paper suggests that there are many unanswered questions which merit further and future research.

The future of family business research is not in question. The paper posits that there are areas of study in family business which may particularly benefit from taking a cross‐disciplinary approach and suggests that family business researchers might consider exploring theory in the entrepreneurship, small business, sociology, economics and industrial relations areas to gain insights and support for theoretical development in family business.

This article highlights recent UK‐focused discussions regarding the future research directions and gaps in family business research. It suggests there are some emerging areas which require renewed focus particularly related to strategic decision making in family businesses from the organization, individual and social/community perspectives.

The purpose of this paper is to use a combination of resource-based theory and dynamic capabilities theory to explore the phenomenon of startup survival in an emerging entrepreneurial ecosystem.

The study has a phenomenological research design, with an exploratory scope and qualitative approach. It uses in-depth interviews to identify the perceptions of ecosystem agents about the phenomenon of survival.

This paper argues that startup survival should be studied as a construct that is reflected by four conditions: break-even point, accelerated growth, cash stock and continuous operation. Furthermore, it is formed by the interaction of five mainly interacting resources: human capital, social capital, entrepreneurial capital, organizational capital and the incubation process.

The study offers a holistic model of survival that could be applicable to incipient entrepreneurial ecosystems such as the Peruvian one. This model presents survival as a reflexive-formative construct and not as a dichotomic variable (enterprise operating/enterprise closed) as has been commonly considered in the literature.

En este documento se utiliza una combinación de la teoría basada en los recursos y la teoría de las capacidades dinámicas para explorar el fenómeno de la sobrevivencia de startups en un ecosistema emprendedor incipiente.

El estudio tiene un diseño de investigación fenomenológica, con un alcance exploratorio y un enfoque cualitativo. Utiliza entrevistas en profundidad para identificar las percepciones de los agentes del ecosistema sobre el fenómeno de la sobrevivencia.

En este documento se argumenta que la sobrevivencia de los startups debe estudiarse como un constructo que se refleja en cuatro condiciones: el punto de equilibrio, el crecimiento acelerado, el stock de efectivo y la operación continua. Además, se forma por la interacción de cinco categorías de recursos organizacionales: el capital humano, el capital social, el capital emprendedor, el capital organizacional y el proceso de incubación.

El documento ofrece un modelo holístico de sobrevivencia que podría ser aplicable en ecosistemas emprendedores incipientes como el peruano. Este modelo presenta a la sobrevivencia como un constructo reflexivo-formativo y no como una variable dicotómica (empresa en actividad / empresa cerrada) como se ha considerado comúnmente en la literatura.