Science teachers’ perceptions of the systems thinking approach for teaching and learning sustainability at secondary schools

This paper presents the views of chemistry teachers about systems thinking through the concept of sustainability. The need for this study arose from the fragile nature of the climate, ecosystems and societies and how teachers as the drivers of new ideas for social, cultural, economic and financial development must play a role to maintain the earth's system through a more holistic approach to teaching. It has become important to identify topics in the syllabus that lend themselves to the practice of sustainability through systems thinking for the proper use and conservation of the earths' dwindling resources, mitigate overuse of carbon and its attendant effects, deal with climate change and reduce humanitarian challenges. Views of 40 in-service teachers were sought through a google survey to find out how teaching and learning of sustainability concepts could be reimagined to meet the needs of the earth system through systems thinking, and reinforce the teaching about complex systems across disciplines. Findings indicated that about 69% of in-service teachers perceived they had adequate knowledge about sustainability, but 75% had little to no knowledge about systems thinking. They admitted that there was the need for professional development courses in sustainability issues, and how they could be integrated into lessons using a systems thinking approach.