In learning sciences, conceptual change is best explained by its importance to instruction. Some science topics are extremely difficult for learners, and conventional teaching methods usually fail, including topics in the Life Sciences and Physical Sciences. Conceptual change differs with less problematic learning, such as skill acquisition (learning a physical skill) and facts acquisition (such as basic numbers manipulation). Literature on how students’ understanding and how they think differs from individuals which is brought by epistemology (knowledge, truth, critical thinking and culture). This contributed to philosophical lens based on Piagetian constructivism where new ideas emerge from old ones. From this theory of conceptual change, assimilation and accommodation describe qualities of the exchange between organism and the environment. This study investigated how preservice teachers negotiate the process of learning Education for Sustainable Development based on the Sustainable Development Goals, particularly, the global climate change. This case study used a purposive sample of 20 Science Education fourth year students at a South African university for 2 focused group interviews and an instrument to measure Self Directed Learning of Thompson and Thompson to gather data. Thematic analysis was used for data analysis. Findings revealed that participants had divergent views on the concept of global climate change, with most of them linking it to human actions. Some elements of integration of Indigenous Knowledge were seen as an alternative way to ameliorate challenges linked to catastrophic impacts resulting from climate change. The Self-Directed Learning Instrument demonstrated the potential intelligence and inclination towards critical thinking skills as well as problem solving skills. In conclusion, answers to environmental challenges lie within the autonomy of teachers and this, if it is negotiated well may yield great results in their classrooms to create projects with learners that will contribute in abating challenges stated in the UNESCO SDGs.

Keywords: Conceptual change, epistemology, Sciences preservice teachers, Sustainable Development Goals (SDGs).