  The ability to construct, use, and revise models is a crucial experimental
physics skill. Many existing frameworks describe modeling in science education
at introductory levels. However, most have limited applicability to the context
of upper-division physics lab courses or experimental physics. Here, we discuss
the Modeling Framework for Experimental Physics, a theoretical framework
tailored to labs and experimentation. A key feature of the Framework is
recursive interaction between models and apparatus. Models are revised to
account for new evidence produced by apparatus, and apparatus are revised to
better align with the simplifying assumptions of models. Another key feature is
the distinction between the physical phenomenon being investigated and the
measurement equipment used to conduct the investigation. Models of physical
systems facilitate explanation or prediction of phenomena, whereas models of
measurement systems facilitate interpretation of data. We describe the
Framework, provide a chronological history of its development, and summarize
its applications to research and curricular design. Ultimately, we argue that
the Modeling Framework is a theoretically sound and well-tested tool that is
applicable to multiple physics domains and research purposes. In particular, it
is useful for characterizing students' approaches to experimentation, designing
or evaluating curricula for lab courses, and developing instruments to assess
students' experimental modeling skills.
