The design of science teaching and learning tasks with modelling potential

Research on the design of modelling-based instruction sequences has identified design criteria for the construction of scientific models and learning progressions in these sequences. However, the characteristics of the tasks that are part of these designs are not generally made explicit or systematised. This literature review aims to identify the irreducible characteristics inherent to modelling-oriented tasks or have the potential to be designed through empirical studies of the last 15 years. The analysis of design decisions indicates that for a task to be considered modelling-oriented, it must have a phenomenological context, a sciene practice and a question that allows for multiple correct answers.