Researchers have found that computer modeling fosters the learning of causal mechanisms in systems, an important crosscutting concept in science that many novice learners find challenging. Despite the research that highlights the role of teacher's instructional practices in enacting computer tools, few studies have considered teachers' use of computer modeling and its implications for student learning in classroom interactions, compared to interactions without computer tools. In this study, we examine (a) the impact of computer modeling on students' understanding of causal links in decomposition and (b) classroom interactions with use of computer modeling. We employed a quasi‐experimental design with eight middle school science classes that served predominately Latinx students. The random treatment was at the class level (computer modeling; n = 60, four classes) and control (paper modeling; n = 59, four classes). Analyses incorporated student preassessment and postassessment, classroom observations, and audio‐recorded modeling instruction. Results indicate that compared to paper modeling, computer modeling enriched systems thinking, particularly students' ability to provide causally coherent statements in explaining scientific ideas and evidence. Enactment of computer modeling may be associated with a shift in classroom interactions to include more invitation for students' elaboration of causal systems. We discuss aspects of computer modeling that may foster systems thinking, with implications for the future design of tools and curricula.

中文翻译：

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计算机建模对学与教系统思维的影响

研究人员发现，计算机建模促进了系统中因果机制的学习，这是科学中一个重要的跨领域概念，许多新手学习者都发现它们具有挑战性。尽管有研究强调了教师教学实践在制定计算机工具中的作用，但与没有计算机工具的互动相比，很少有研究考虑教师在课堂互动中对计算机建模的使用及其对学生学习的影响。在这项研究中，我们研究（a）计算机建模对学生理解分解中的因果联系的影响，以及（b）使用计算机建模的课堂互动。我们采用了准实验设计，其中八门中学科学课主要为拉丁裔学生提供服务。n = 60，四个类别）和控制（纸张建模；n = 59，四个类别）。分析并入学生的预评估和后评估，课堂观察以及录音的建模指导。结果表明，与纸张建模相比，计算机建模丰富了系统思维，特别是学生在解释科学观点和证据时提供因果一致的陈述的能力。计算机建模的制定可能与课堂互动的转变有关，以包括更多邀请学生阐述因果系统。我们讨论了计算机建模的各个方面，这些方面可能会促进系统思考，并对将来的工具和课程设计产生影响。