Education in the 21st Century

Preface
About the Authors

Chapter 1 STEM Education MattersCathy Buntting, Richard Gunstone, Amanda Berry, Deborah Corrigan and Alister Jones
Chapter 2 Creativity and Critical ThinkingPeter Ellerton and Robert Kelly
Chapter 3 Fostering Students' Creativity and Critical Thinking in Science EducationStéphan Vincent-Lancrin
Chapter 4 Exploring STEM Learning in Primary Classrooms: In Support of Social Justice AgendasBronwen Cowie and Paula Mildenhall
Chapter 5 There's Something About JamesCathy Buntting and Alister Jones
Chapter 6 STEM, Creativity and Critical Thinking: How do Teachers Address Multiple Learning Demands?Deborah Corrigan, Debra Panizzon and Kathy Smith
Chapter 7 Stimulating Creativity and Critical Thinking in Integrated STEM Education: The Contribution of Out-Of-School ActivitiesLéonie Rennie
Chapter 8 Critical Thinking Across Disciplines in University General Education: Obesity as a Socioscientific IssueMaurice Cheng and Jessica Leung
Chapter 9 When Failure Means Success: Accounts of the Role of Failure in the Development of New Knowledge in the STEM DisciplinesJennifer Mansfield and Richard Gunstone
Chapter 10 Humanistic Goals for Science Education: STEM as an Opportunity to Reconsider Goals for EducationMichael Tan
Chapter 11 Final commentary: "Education in the 21st Century: STEM, Creativity and Critical Thinking"Amanda Berry

Amanda Berry is Professor of STEM Education, in the Faculty of Education, Monash University, Australia. Amanda has a distinguished international profile in science education research, particularly science teacher knowledge, including pedagogical content knowledge (PCK). She has authored numerous publications, including edited books, Handbook chapters, journal articles and book chapters in the field of science teacher knowledge and PCK. Amanda's recent work has focused on teacher learning about STEM education, in particular, the development of teachers' STEM identities through participation in interdisciplinary communities of practice.

Cathy Buntting is Director of the Wilf Malcolm Institute of Educational Research a senior research fellow at the University of Waikato, New Zealand. With a Master's degree in biochemistry and a PhD in science education, her research interests span science education, technology education and STEM education. She is particularly interested in the ways in which digital technology can support learning in these areas, and is Director of the New Zealand Science Learning Hub, a vast online resource linking STEM practitioners with school teachers and students.


Deborah Corrigan is a Professor of Science Education at Monash University. After working as a chemistry and biology teacher, she has worked at Monash University in chemistry and science education, particularly in teacher preparation. Her research interests include industry and technology links with science, curriculum design, science and STEM education policy and the values that underpin science education. However, her main research interest remains improving the quality of chemistry and science education so that it is relevant to students.


Richard Gunstone is Emeritus Professor of Science and Technology Education at Monash University. He has worked extensively in other countries across the globe. His research has embraced