DOI
10.1080/03098265.2015.1010142

Summary
This study in concerned with student perceptions of sustainability and investigates the effectiveness of an Earth Systems-based course on developing their knowledge on the topic. The study consisted of pre- and post-course surveys to gain insight into students baseline knowledge and their uptake of knowledge after completing the course.

Clark & Zeegers give background and context to the concepts and teachings of sustainability. Their method is described as a pre- and post-survey and an analysis of students’ reflective journals. Surveys were voluntary and anonymous but each individual was discreetly coded so as to enable comparisons in the post-survey results. The survey questions are detailed in table 1 and refence the relevant figures containing the survey results. The figures that follow break down the results with accompanying discussion. The journal entries acted as a supplementary resource for expansion on students’ perceptions and were used extensive in the discussion section of the study. The final journal entry was derived from Davies & Dart (2005).

The overall resulting conclusion found that ‘using the “earth systems” as a teaching method of “systems thinking” enhances students ability perceive the connections between environmental, economic, social, politics as well as developing philosophical and aesthetic values.

Relevance for Complex Systems Knowledge
The Earth Systems-based approach is a tool by which students are challenged to progress their knowledge on sustainability through the teachings interactions in earths environmental systems. Martin Brannigan, and hall (2005) state that ‘using the “earth as a system” as an example of “systems thinking” makes it easier for students “to engage with what needs to be done [to achieve sustainability], rather than focussing on measuring, managing and mitigating downstream environmental impact, as environmental scientists tend to do”.

Clark & Zeegers state that sustainability for some is ‘an elusive concept, underpinned by a need to understand the interlocking workings of natural and social environments, economics and considerations of equity and fairness’.

The pre- and post-survey questions used in this method are clearly detailed in table 1. This table contains 14 questions with response type description and referenced figure along side the questions. The figures relevant to the survey questions are presented in bar chart form and clearly present the students results.

Point of Strength
The Earth Systems-based approach may have the potential to be used in re-imagining higher education of sustainable development and systems thinking curriculum. The method could also be replicated for a similar purpose under a different research context.

The question and analysis of responses is also a strong aspect of this which may act as a valuable research method.

Clark & Zeegers provide an alternative definition for sustainability.

The study conclusion aligns well with a contribution to furthering the education of systems thinking.