Teachers and students use of systems thinking about their participation in school environmental clubs

Urban Farm DB summary

This study analyzed the perceptions of three English teachers and three students participating in two high school environmental clubs, using a critical inquiry systems thinking framework. Interviews explored their views on the purposes, outcomes, norms, and beliefs of energy/transportation, agriculture/food production, and economic systems impacting climate change. Teachers and students critiqued these systems for leading to negative climate change outcomes and engaged in sustainability practices like planting school gardens and supporting recycling/composting.