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Model-based science instruction has been recognised internationally as a cornerstone on which students can make sense of complex scientific phenomena, yet science educators often struggle to incorporate model-based teaching into formal science classrooms. This systematic review explores model-based instructional strategies in empirical research over the past decade, focusing on multidimensionality, meaningfulness and equity in modelling practices. Through identifying, describing, analysing and characterising specific science modelling pedagogies in intervention studies, 50 pedagogies from 27 studies were examined. Comparisons with reviews of model-based research prior to 2013 revealed advancements in multidimensionality, though meaningful modelling remains underexplored. Middle school grades and biology/physics disciplines demonstrated stronger multidimensionality implementation. Equity was mainly addressed through learning opportunities and accessibility. Progress is seen in multidimensionality and inclusivity, yet challenges persist in making modelling meaningful. Tensions between consensus-driven and heterogeneity-seeking methods are noted, alongside the benefits of socioscientific issues in promoting expansive modelling. Teacher support, such as epistemic empathy and productive uncertainty, is vital, and improved assessment of modelling interventions is needed.
Carroll et al. (Thu,) studied this question.
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