Modeling seeks to tame complexity during software development, by supporting design, analysis, and stakeholder communication. Paradoxically, experiences made by educators indicate that students often perceive modeling as adding complexity, instead of reducing it. In this position paper, I analyse modeling education from the lens of complexity science, a theoretical framework for the study of complex systems. I revisit pedagogical literature where complexity science has been used as a framework for general education and subject-specific education in disciplines such as medicine, project management, and sustainability. I revisit complexity-related challenges from modeling education literature, discuss them in the light of complexity and present recommendations for taming complexity when teaching modeling.

翻译：建模旨在通过支持设计、分析与利益相关者沟通，从而驯服软件开发中的复杂性。矛盾的是，教育者的经验表明，学生往往将建模视为增加而非降低复杂性。在这篇立场论文中，我基于复杂性科学（一个研究复杂系统的理论框架）的视角分析建模教育。我重新审视了将复杂性科学作为通用教育框架的文献，以及在医学、项目管理与可持续性等学科中将其用于特定学科教育的文献。亦重新审视建模教育文献中与复杂性相关的挑战，从复杂性角度对其进行讨论，并提出在教学建模中驯服复杂性的建议。