Tracing carbon in the classroom: co-designing lesson plans for supporting systems thinking

Abstract Anchoring systems thinking within broader chemical, biological, ecological, and societal contexts can support pupils’ understanding of the complexity of earth systems. Tracing Carbon is a modular interactive digital learning resource that contextualises hierarchical systems thinking skills within the carbon cycle for grade 7–9. It can be used to scaffold pupils’ systems thinking skills in three hierarchical levels including analysis, synthesis, and implementation through visual interactive tasks and quizzes. A researcher and a school teacher engaged in a Design-Based Research (DBR) approach to co-design the integration of Tracing Carbon into science classroom teaching practice. The current work focuses on aspects of an overall DBR project that include lesson plans anchored in systems thinking skills and associated learning difficulties aligned with Swedish curriculum goals in chemistry, biology and physics. This process also yielded pedagogical suggestions for assessment and collaborative activities that could potentially facilitate teaching and learning complex earth cycles in science classrooms. The outcomes from the DBR study demonstrate how systems thinking can be integrated into early secondary chemistry education. By foregrounding interconnections between chemical and biological carbon transformation processes, in conjunction with human impact, this study aligns with IUPAC’s objective to prepare learners for making decisions about real-world sustainability challenges.