Modeling system dynamics in computational thinking integration using causal loop diagrams

Abstract

System dynamics provides a valuable framework for analyzing the complexities of a system over time. Using causal loop diagrams (CLDs), this study identifies two feedback mechanisms in the context of integrating computational thinking (CT) into education, focusing on leverage points such as coding-centric curricula and teacher competence development. The modeling shows how reinforcing and balancing feedback loops shape system behavior, demonstrating that interventions like coding-based approaches can deliver immediate benefits but risk hindering the long-term development of broader CT skills applicable to interdisciplinary problem-solving. The study enhances the analysis by uncovering patterns emerging from system dynamics, including the constraints limiting growth, reliance on symptomatic solutions, unintended consequences of quick fixes, and the prioritization of successful areas at the expense of others. These patterns highlight the importance of addressing foundational issues, such as teacher training and comprehensive curriculum design, to avoid overshadowing other critical goals of CT applications in interdisciplinary fields. By synthesizing CLDs, the study showcases the circular interactions between variables and the diverse dynamics influencing CT education, offering insights into potential scenarios and storylines for integrating CT into education systems.