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We developed the Systems Thinking (ST) and Computational Thinking (CT) Identification Tool (ID Tool) to identify student involvement in ST and CT as they construct and revise computational models. Our ID Tool builds off the ST and CT Through Modeling Framework, emphasizing the synergistic relationship between ST and CT and demonstrating how both can be supported through computational modeling. This paper describes the process of designing and validating the ID Tool with special emphasis on the observable indicators of testing and debugging computational models. We collected 75 hours of students’ interactions with a computational modeling tool and analyzed them using the ID Tool to characterize students’ use of ST and CT when involved in modeling. The results suggest that the ID Tool has the potential to allow researchers and practitioners to identify student involvement in various aspects of ST and CT as they construct and revise computational models. 

This study explores how to support teachers in developing and implementing effective pedagogical strategies to promote students in making sense of phenomena through computational modeling in remote contexts. Qualitative analyses of eight teachers’ interviews were conducted to characterize their pedagogical strategies to achieve three-dimensional learning. Findings indicate that typical teacher strategies include the teacher and students co-constructing a model and using whole class or group discussions to support students’ modeling practices. 

As human society advances, new scientific challenges are constantly emerging. The use of systems thinking (ST) and computational thinking (CT) can help elucidate these problems and bring us closer to a possible solution. The construction and use of models is one of the most widely used tools when trying to understand systems. In this paper, we examine four case studies of student pairs who were engaged in building and using system models in an NGSS-aligned project-based learning unit on chemical kinetics. Using a theoretical framework that describes how CT and ST practices are manifested in the modeling process we examine the progression of students’ models during their model revisions and explore strategies they employ to overcome modeling challenges they face. We discuss some suggestions to scaffold students’ progression in constructing computational system models and prepare teachers to support their students in engaging in CT and ST practices. 

As human society advances, new scientific challenges are constantly emerging. The use of systems thinking (ST) and computational thinking (CT) can help elucidate these problems and bring us closer to a possible solution. The construction and use of models is one of the most widely used tools when trying to understand systems. In this paper, we examine four case studies of student pairs who were engaged in building and using system models in an NGSS-aligned project-based learning unit on chemical kinetics. Using a theoretical framework that describes how CT and ST practices are manifested in the modeling process we examine the progression of students’ models during their model revisions and explore strategies they employ to overcome modeling challenges they face. We discuss some suggestions to scaffold students’ progression in constructing computational system models and prepare teachers to support their students in engaging in CT and ST practices.