Instructional Strategies Supporting Multidimensional, Meaningful, and Equitable Model-Based Teaching: A Systematic Literature Review

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Abstract

This paper presents a systematic literature review of model-based teaching and learning practices since the inclusion of "developing and using models" as a science and engineering practice (SEP) in the Next Generation Science Standards. Previous science education documents highlighted the significance of models in scientific inquiry, yet science teachers often struggle to go beyond using models solely for illustration. The review identifies strategies promoting multidimensional, meaningful, and equitable modeling, considering their manifestation across science disciplines and grade bands. Moreover, the study explores the integration of modeling with other SEPs and explores the impact of technology on modeling practices. The findings have implications for improving model-centered instructional models, supporting science learning for all students, and guiding future research in the field.

Authors

• Grace Carroll, North Carolina State University

• Soonhye Park, North Carolina State University

• Matt Reynolds, North Carolina State University

• Amanda F. Hall, Empower Action, LLC

• Laura Chalfant

• Scott Ragan, North Carolina State University

• Jason L. Painter, North Carolina State University