Models play an important role in science education. However, previous research has revealed that science teachers' content knowledge, curricular knowledge, and pedagogical content knowledge on models and modelling are often incomplete or inadequate. From this perspective, a research project was designed which aimed at the development of beginning science teachers' knowledge in this domain. In this project, the Interconnected Model of Teacher Professional Growth [Clarke, D., & Hollingsworth, H. (2002). "Teaching and Teacher Education," 18(8), 947-967] was used as the basic framework for the establishment of the relationships between the different data gathered in characterising teachers' knowledge on models and modelling. In this paper, the whole framework of the research is presented, as is some evidence of how powerful this framework was in helping us to understand the development of the teachers' knowledge.