In this chapter, we review recent research and development in technology-enhanced, modeling-based instruction (TMBI) in science education. We describe the cognitive, social, and curriculum-design aspects of science learning promoted in these environments. We emphasize the continuum of qualitative to quantitative modeling, the computational mind, and the system thinking that are critical for scientific modeling. We illustrate typical collaborative learning in TMBI science education settings. We highlight scaffolding strategies relevant to TMBI in science curricula.