New Perspectives in Science Education

Edition 13

Accepted Abstracts

More than S.T.E.M.: Connecting Students’ Learning to Community through Eco-Justice

David Lloyd, University of South Australia (Australia)

Katheryn Paige, University of South Australia (Australia)

Lisa OKeeffe, University of South Australia (Australia)

Abstract

There is a growing consensus that education must extend its traditional goal of student mastery of subject-centred scholastic knowledge to include the development of individuals who can prosper in complex and changing social, cultural, economic worlds - issues that are affecting both human and other-than-human communities.
We argue for a STEM education that considers the current state of play and the needs of generations in the world to come – the desired transdisciplinary characteristic of STEM education (Paige, Lloyd & Smith, 2019).
We present two case studies which are examples of STEM education in practice and that were intended to empower students as knowledgeable citizens positioned to influence everyday practice in their local community. One case was developed with community families and the other with teachers. The first case study (Lloyd and Deans, 2017) employs a critical praxis approach in promoting an understanding of, a value to ecosystems of, native Australian bees and how a critical praxis pedagogy can provide a path towards a sustainable world by addressing global challenges. The second case study, through action research centred on freshwater ecosystems, provides an example of a transdisciplinary curriculum approach that goes beyond subject-specific areas to be inclusive of the exact sciences, humanities and the social sciences, as well as art and literature (Paige et al., 2018).
These case study approaches we believe can be transferred into primary school classrooms using issues and student interests that are relevant to the place and time of the class, teacher, school, and natural and manufactured local environments.
The case studies illustrate the need for STEM education to prioritise sustainability and eco-justice, which requires teachers not only to develop curriculum that creates entrepreneurs and digital experts, but also to create curriculum which empowers critical and ethical consumers. It is students’ ability to innovate and “think outside the square” that will be required in our future workforce, and, more critically, will need to help protect our Earth and its resources for future generations (Paige & Lloyd, 2016).

Keywords: transdisciplinary; place-based learning; critical praxis pedagogy.

References:
[1] Lloyd, D., & Deans, J. A. (2017). Building on the buzz: Community learning about and valuing native Australian bees. International Journal of Interdisciplinary Environmental Studies, 12(1), 1–33.
[2] Paige, K., & Lloyd, D. (2016). Use of future scenarios as a pedagogical approach for science teacher education. Research in Science Education, 46, 263–285.
[3] Paige, K., Caldwell, D., Elliott, K., O’Keeffe, L., Osborne, S., Roetman, P Gosnell, S. (2018). Fresh water literacies: Transdisciplinary learning for place and eco justice. Final report. Adelaide, SA: University of South Australia.
[4] Paige, K., Lloyd, D, & Smith, R. (2019) Intergenerational Education for Adolescents towards Liveable Futures. Cambridge Scholars Publishing, New Castle upon Tyne, UK.

 

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