A Glimpse of System Thinking Skills through School Backyard Gardening: Transforming Waste to Wealth for Sustainability

Author(s):

Güliz Karaarslan Semiz(presenting / submitting)Gaye Teksöz

Conference:

ECER 2017

Network:

30. Environmental and Sustainability Education Research (ESER)

Format:

Paper

Session Information

30 SES 10 B, Case Studies from Schools' ESD Practices

Paper Session

Time:

2017-08-24

15:30-17:00

Room:

K6.18

Chair:

Per Sund

Contribution

Major problems of the world today, such as climate change, energy, food security are complex, interrelated and need systemic solutions (Capra & Luisi, 2014). In order to understand complex systems, components, interactions and see the bigger picture, a new way of thinking is required and it is called as systems thinking (Capra & Luisi, 2014)). Systems thinking is a framework to see the whole picture, establishing interrelationships and understanding nature in an integrated way (Capra, 1982; Sterling, 2003). Systems thinking is a shift of perception to solve complex problems and meet the demands of 21^stcentury to build a sustainable future (Capra, 2005; Maxwell, 2009; Sleurs, 2008). One of the ways to help future generations to understand the complex problems, cycling nature of the world (Assaraf & Orion, 2005), involve in social and global problems, develop an integrated understanding of big ideas and to acquire a shift towards systems thinking is science education (e.g. Carter, 2008; Maxwell, 2009; Tytler, 2007). Therefore, science teachers need to develop systems thinking skills (STS) to prepare future generations to cope with current global problems and take part in creating a sustainable future. Systems thinking therefore, is a key competency for science teachers to become Education for Sustainable Development (ESD) educators (Author 1, 2016; Stratton, Hagevik, Feldman & Bloom, 2015). As Capra emphasized in 1999, experiencing the natural system in the school backyard, growing a school garden, harvesting and composting help individuals understand intersections among the natural cycles and realize how humans are part of the web of life. Thus, as the author reported creating school gardens is a good experience for developing systems thinking skills (Capra, 1999). In view of the above mentioned ideas this study aimed to explore systems thinking skills development of pre-service science teachers (PSTs) through a field (school gardening) experience. School gardening experience of this study however, is titled as “transforming waste to wealth for sustainability” and it is comprised of three steps as composting the canteen waste for preparing of the soil, planting and harvesting. Accordingly, the research question sets for the study is: What is the level of systems thinking skills of pre-service science teachers’ during a gardening experience?

Method

The content of the field experience that is titled as “transforming waste to wealth for sustainability” were prepared by the researchers for the purposes of: 1. Helping PSTs making connection between natural cycles and composting process, 2. Introducing composting process as a part of sustainable system, 3. Comparing production and consumption systems of human and nature, 4. Developing awareness for personal responsibilities. Gardening activities (composting, harvesting and planting) in the context of the current study were realized with 18 PSTs (15 female, 3 male) who were all in their fourth year of science teacher education program and completed the same amount of mandatory credit of science and education courses. The gardening activities were implemented as a part of an outdoor based education for sustainability course offered in fall semester 2015-2016 academic year in the Faculty of Education of a public university in Ankara (Turkey). The implementation was realized in the backyard garden of the faculty and lasted four weeks. During the implementation PSTs observed composting process and collected data related to this process (color, smell, temperature, compost appearance and outdoor conditions). Further, they created a spiral herb garden by using compost soil based on the permaculture principles. Thus, they contributed to nutrient cycling process in nature. The research was designed as basic qualitative research. Qualitative data were collected through field reports completed by the participants. Field reports prepared by the first author and included four main sections as learning objectives, background information, activity and discussion. The validity of the reports as measurement tools was examined by the second author. Through the implementation participants were asked to compelete the required fields in the reports. In a previous study, Author 1 (2016) developed twelve characteristics of systems thinking in science education and ESD context based on the relevant literature (e.g., Assaraf & Orion, 2005; Sleurs, 2008; UNECE, 2011). In line with the above given context, in this study we specifically focused on two characteristics of systems thinking: STS-1: Recognizing cycling nature of the system STS-2: Recognizing own responsibility in the system. The analyses were done by content analysis by examining the content of field reports. After reading each participant’s report several times, participants’ answers were analyzed based on pre-determined themes and categories set for the two systems thinking skills. In order to evaluate the levels of the systems thinking skills however, we developed a rubric including four levels: mastery, developing, emerging and pre-aware.

Expected Outcomes

According to the findings of the study, 12 participants’ levels of STS (recognizing cyclic nature of the system and recognizing own responsibility in the system) were found as mastery. Their levels of STS-1 were evaluated under the category of explaining cyclic nature of the system and those of STS-2 were evaluated under the category of stating own responsibilities. At the end of the gardening activities the participants mentioned that natural systems work in cycles and one’s waste becomes another’s food and there is a relationship among the natural cycles (water, carbon, nitrogen). For instance, PST-8 were able to recognize cyclic nature of the system: PST-8: I understood that all living systems work in cycles. There is no waste in nature. Products or wastes of one system are nutrient for another system. This recycling process in nature shows continuity of life and sustainability. We need to find a way to build balance between nature and our society. (STS-1-Mastery) On the other side, five participants’ levels of STS were evaluated as developing. Only one participant struggled to recognize cyclic nature of the system and to make connection between the issue and the personal life. Her level of STS was evaluated as emerging. PST-5 tried to explain her responsibility in the system: PST-5: My responsibility in this system is to reduce my consumption. For example, I need to decrease over consumption of packaged materials and to make recycling to contribute to cyclic system. (STS-2 developing) In conclusion, the results revealed that gardening activities may possibly be used as evaluating systems thinking skills and help individuals understand the key principles of ecosystems-one’s waste becomes another’s food as Capra (2005) emphasized. That is to say, gardening activities may promote individuals to transform this linear human made system to cyclic system by taking sustainable actions in their daily life.

References

Assaraf, O. and Orion, N. (2005). The development of system thinking skills in the context of earth system education. Journal of Research in Science Teaching, 42, 1-43. doi: 10.1002/tea.20061 Assaraf, O. and Orion, N. (2010). Four case studies six years later: Developing systems thinking skills in junior high school and sustaining them over time. Journal of Research in Science Teaching, 47(10), 1253-1280. doi: 10.1002/tea.20351 Capra, F. (1982). The turning point –science, society, and the rising culture. London: Wildwood House. Capra, F. (1999). Ecoliteracy: The challenge for education in the next century. Liverpool Schumacher Lectures, 20. Capra, F. (2005). Speaking nature’s language: Principles for sustainability. In Stone M. K., & Barlow, Z. (Eds.), Ecological Literacy. Educating our children for a sustainable world (pp. 18-29). CA: Sierre Club Books. Capra, F., & Luisi, P. L. (2014). The systems view of life: A unifying vision. UK: Cambridge University Press Carter, L. (2008). Globalization and science education: Implications of science in the new economy. Journal of Research in Science Teaching 45(5), 617- 633. doi:10.1002/tea.20189. Maxwell, M. M. (2009). Science Content Through Sustainability Contexts: A Systems Thinking Approach for Learning Resources in Secondary Level Education (Unpublished master’s thesis). University of Manibota, Winnipeg Sleurs, W. (2008). Competences for education for sustainable development (ESD) teachers. A framework to integrate ESD in the curriculum of teacher training institutes. Belgium: Commenius 2.1 Project. Sterling, S. (2003). Whole systems thinking as a basis for paradigm change in education: Explorations in the context for sustainability (Unpublished doctoral dissertation). University of Bath, UK. Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia’s Future. Australian Education Review. Camberwell, Vic: Australian Council for Educational Research. UNECE (2011). Learning for the future. Competences in education for sustainable development. Retrieved from https://www.unece.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdf

Author Information

Güliz Karaarslan Semiz (presenting / submitting)

Ağrı İbrahim Çeçen Üniversity

Ağrı

Gaye Teksöz

Middle East Technical University, Turkey

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