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This paper discusses the potential of two computational modeling approaches in moving students from simple linear causal reasoning to applying more complex aspects of systems thinking (ST) in explanations of scientific phenomena. While linear causal reasoning can help students understand some natural phenomena, it may not be sufficient for understanding more complex issues such as global warming and pandemics, which involve feedback, cyclic patterns, and equilibrium. In contrast, ST has shown promise as an approach for making sense of complex problems. To facilitate ST, computational modeling tools have been developed, but it is not clear to what extent different approaches promote specific aspects of ST and whether scaffolding such thinking should start with supporting students first in linear causal reasoning before moving to more complex causal dimensions. This study compares two computational modeling approaches, static equilibrium and system dynamics modeling, and their potential to engage students in applying ST aspects in their explanations of the evaporative cooling phenomenon. To make such a comparison we analyzed 10th grade chemistry students’ explanations of the phenomenon as they constructed and used both modeling approaches. The findings suggest that using a system dynamics approach prompts more complex reasoning aligning with ST aspects. However, some students remain resistant to the application of ST and continue to favor linear causal explanations with both modeling approaches. This study provides evidence for the potential of using system dynamics models in applying ST. In addition, the results raise questions about whether linear causal reasoning may serve as a scaffold for engaging students in more sophisticated types of reasoning.
