Exploring Systems Thinking as a Tool for Advancing Inquiry-Based Pedagogy in Pre-service Science Education

• In Event: Systems Thinking and Higher Education

Abstract

This qualitative phenomenological study examined how preservice secondary science teachers experienced systems thinking within a teacher preparation program. Grounded in sociocultural learning theory, the research explores how participants internalize and apply systems thinking as conceptual lens and pedagogical tool supporting authentic, inquiry-based science instruction. Data from reflection posts, lesson plans, and interviews revealed two themes: systems thinking as making science meaningful and connected, and systems thinking as catalyst for inquiry and critical thinking. Findings indicate preservice teachers developed epistemological shift toward viewing science as interconnected relationships rather than isolated concepts, while recognizing systems thinking's alignment with authentic inquiry practices. This research contributes to understanding how teacher preparation programs foster epistemological understanding that translates into reform-based pedagogical practice supporting scientific literacy.

Authors

• Azka Kiran, Virginia Polytechnic Institute and State University

• Monday Moju, Virginia Polytechnic Institute and State University

• Lezly Taylor, Virginia Tech