Exploring In-Service Science Teachers’ Conceptions of Systems Thinking Skills and Pedagogical Strategies in Nigeria

• In Event: Systems Thinking in K-12 Teaching

Abstract

Despite the growing importance of systems thinking in science education, many teachers lack a clear understanding of its core competencies. This study investigated in-service teachers' conception of systems thinking and their pedagogical practices. Guided by the Competency-Based Model of Systems Thinking and Shulman’s Pedagogical Content Knowledge framework, a qualitative multiple-case study design was employed involving interviews, classroom observations, and document analysis. Findings reveal that teachers often hold fragmented conceptions of systems thinking, primarily equating it with content knowledge rather than cognitive competencies like feedback recognition or systems modeling. Pedagogical efforts were constrained by curriculum pressure, large class sizes, and limited training. The study underscores the need for targeted professional development to help teachers effectively integrate systems thinking into science education.

Authors

• Monday Moju, Virginia Polytechnic Institute and State University

• Azka Kiran, Virginia Polytechnic Institute and State University