Transformative STEAM Education for Sustainable Development

International Perspectives and Practices


We are currently experiencing an unprecedented era in the history of the planet. Our addiction to fossil fuels and powerful technologies is dangerously altering the Earth’s natural systems, giving rise to well-documented global crises of climate change, plastic pollution of the oceans, and tragic loss of biocultural diversity.

These crises have created a unique challenge for STEM educators, given that STEM disciplinary knowledge and skills are often viewed as the panacea to the world’s economic and environmental problems. This popular view tends to focus narrowly, however, on students learning scientific, technological, engineering and mathematical concepts about the world out there, thereby ignoring the crucial role education must play in shaping students’ attitudes and values – their inner worlds – that drive moral agency to live and work in sustainable ways. It is moral agency that empowers socially and environmentally responsible citizens to tackle global crises.

In this timely book you will read inspiring stories of how professional educators in STEM-related fields have embraced transformative learning and arts education to develop and implement integrated STEAM education programs and practices that are preparing young people with special capabilities and values to actively contribute to the sustainable development of a world in crisis.

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Elisabeth (Lily) Taylor, Ph.D. (2003), Curtin University, is Senior Lecturer of Science Education at Edith Cowan University, Australia. She has published on the development of moral agency through transformative values learning in Science, Sustainability and STEAM Education.
Peter Charles Taylor, Ph.D. (1993), Curtin University, is Adjunct Professor of Transformative Education at Murdoch University, Australia. He has published widely on transformative learning, including Research as Transformative Learning for Sustainable Futures (Brill | Sense, 2019).
List of Figures and Tables
Notes on Contributors

PART 1: STEAM Education Perspectives

1 Introduction: Transformative STEAM Education for Sustainable Development: Beyond Traditional STEM Education
Elisabeth (Lily) Taylor and Peter Charles Taylor

2 Ethical Dilemma Story Pedagogy: Values Learning and Ethical Understanding for a Sustainable World
Elisabeth (Lily) Taylor

3 Why Are We Teaching Factorisation at a Time When the Planet Is Getting Hotter Every Year? Conceiving STEAM Education through an East-West Symbiosis
Bal Chandra Luitel

PART 2: STEAM Teacher Education Practices

4 Transformative Teacher Education for Sustainability: From STEM to STE(A)M
Elisabeth (Lily) Taylor

5 STEAM Focused Problem-Based Learning: Building Trust
Rachel Sheffield and Michelle de Kok

6 Chemistry Teacher Education for Sustainability: Ethical Dilemma STEAM Teaching Model
Yuli Rahmawati and Alin Mardiah

7 Dancing with Mathematics: An Auto|Ethnographic Study of a Dance Teacher
Neni Mariana and Trisya Maritaria

8 Transforming My Teaching Self as a Loving Gardener and Dancer: Autoethnographic Reflections
Indra Mani Shrestha

9 Journeying from Mathematics Educator towards STEAM Educator: A Lived Experience
Binod Prasad Pant

10 Bioblitz: Towards Local Biodiversity Conservation: Together We Stand a Chance
Milton Norman Dejadena Medina

PART 3: STEAM School Education Practices

11 Visual Arts Led Education for Sustainability: Coral Bleaching and the Great Barrier Reef
Sue Girak and Geoff Lummis

12 Developing and Implementing a STEAM Unit at a Bilingual School in Hong Kong: A Lesson Learned
Melanie Williams

13 What’s a Mathematics Teacher Doing in an English Classroom? A Window on the Environment
Tim Manea and Ray Williams

14 Negotiating the Ethics of GM Foods: Sustainability Ethics in Science
John Corry Werth

15 Humanising Educare for 21st Century Thai Students: Ethical Dilemmas of Plastics
Pratuengsook (Peang) Maneelam and Chokchai Yuenyong

16 Facilitating Creative and Imaginative Minds: In a World Where You Can Be Anything, Be Creative
Sarah Eve and Crystle Challinger

All STEM teachers, teacher educators, postgraduate students, and scholars interested in embracing arts education methods to develop students’ sustainability values and moral agency.
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