[Dolores Killian]

Having reviewed Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston, 2018), I’ve been prompted to reflect more critically on the purpose and practice of STEM education in my classroom. Liston argues that STEM should move beyond siloed subject teaching and instead focus on authentic, contextual, and ethical learning experiences. In my teaching, I have made strides towards integrating STEM disciplines through inquiry-based projects that link science and technology with real-world issues—for example, students designing sustainable housing using mathematical modelling, coding simulations, and environmental science. These activities help students see the relevance of STEM and develop problem-solving and collaboration skills. However, Liston’s emphasis on the sociopolitical and ethical dimensions of STEM revealed a gap in my practice. While we occasionally touch on topics like climate justice or the impact of automation on employment, these discussions are not yet embedded consistently across units. I am now more aware of the need to include critical thinking about who benefits from STEM innovations and whose voices are represented in STEM fields. Inclusivity is another area I am working to strengthen by highlighting diverse STEM role models and creating space for student choice and voice in investigations. Overall, Liston’s paper reinforces that STEM is not just a combination of subjects, but a way of thinking and learning that should prepare students to engage thoughtfully and ethically with the world. This reflection has challenged me to further integrate disciplines, foreground ethical inquiry, and ensure that STEM education in my classroom is inclusive, purposeful, and socially connected.

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