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This study focused on the integration of technologies in regular science teaching within the pedagogical framework of modeling-based instruction (MBI), a well-established instructional method in science education, and aimed to identify new trends of technology integration in MBI, explore the particular features (Interactivity, Collaboration, and Scaffolding) and affordances of new technologies, and examine the effect of technology-supported MBI on students learning outcomes. By analyzing empirical MBI studies from 2000 to 2010 through a meta-analysis and qualitatively reviewing studies from 2011-2016, this study shared three major findings: (1) computer-based software was the most commonly used technology in MBI, with Internet and mobile technologies rarely used, thus indicating an alarming gap between technology advancement and its integration in education; (2) the majority of technologies used in MBI were considered highly-interactive, but collaborative and scaffolding features of MBI technologies were rarely discussed in MBI literature; (3) technology-supported MBI had an overall much higher effect size on students’ science learning performance. Implications and suggestions for future research were also discussed.

Using Technology to Facilitate Modeling-Based Science Education: Lessons Learned from a Meta-analysis of Empirical Research