PERCEPTION OF BIOLOGY TEACHERS ON SYSTEM THINKING AND ITS IMPLEMENTATION IN NORTHWEST UNIVERSITY, KANO

The purpose of this research is to investigate the Perception of Biology Teachers on System Thinking and its implementation in Northwest University, Kano. Three objectives and research questions were formulated to guide the research work. The population of the study comprises the teachers teaching Biology from faculty of Education, Northwest University, Kano. Descriptive Survey research method was adopted for the study, while structured Questionnaire were use as instrument for data collection. The questionnaire was validate at the Faculty of Education by three (3) different expert in the relevant area of the research after which all the critics, observation and correction were observed in the original version of the instrument. The reliability of the Instrument base on Cronbach alpha was obtained at 0.72. The findings reveal that the majority of biology teachers have a moderate understanding of system thinking concepts but lack the necessary training and resources for effective implementation. Factors such as limited professional development opportunities, inadequate instructional materials, and resistance to change were identified as significant barriers to the integration of system thinking in biology instruction. However, teachers acknowledged the potential benefits of system thinking in enhancing students' critical thinking, problem-solving abilities, and interdisciplinary connections. Furthermore, the study highlights the importance of institutional support, continuous professional development, and collaborative learning environments in fostering the adoption of system thinking in biology education. Recommendations include organizing workshops and training sessions for teachers, providing access to relevant teaching materials, and encouraging collaboration among educators to share best practices. In conclusion, this study underscores the need for a structured framework and support system to enhance the perception and implementation of system thinking among biology teachers at Northwest University, Kano. By addressing the identified challenges and leveraging the opportunities presented by system thinking, biology education can be significantly improved, leading to better learning outcomes for students.