A Review of Teaching and Learning Sequences for the Scientific Practice of Modeling

Abstract

Modeling is widely recognized as a core scientific practice and an essential component of science learning. Although numerous teaching and learning sequences (TLSs) have been proposed to support modeling in science education, the field lacks both a comprehensive review and a shared understanding of their design features. This review addresses that gap by systematically identifying and analyzing 18 distinct modeling-focused TLSs proposed in peer-reviewed articles and book chapters (representing a 1987-2025 timespan), with a focus on points of convergence and divergence across the TLSs. While several common components and learning goals emerged, I highlight five key areas of divergence that raise critical considerations for the future development of modeling-based TLSs. Building on these findings, I propose a set of design and research considerations for scholars seeking to advance work in this domain. I conclude with a description of three future research agendas that aim to strengthen the theoretical and practical foundations of modeling-focused TLSs in science education.