Journal of Transformative Praxis

Enhancing critical reflective practice in science education through a STEAM approach
Pratima Thapaliya 1 *
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1 Tribhuvan University, Sanothimi Campus, Bhaktapur, Nepal* Corresponding Author
Original Article

Journal of Transformative Praxis, Volume 4, Issue 1, 2023, 54-67, https://doi.org/10.51474/jrtp.v4i1.575

Online publication date: Aug 11, 2023

Publication date: Dec 31, 2023

Views: 75 | Downloads: 70

How to cite this article
APA
In-text citation: (Thapaliya, 2023)
Reference: Thapaliya, P. (2023). Enhancing critical reflective practice in science education through a STEAM approach. Journal of Transformative Praxis, 4(1), 54-67. https://doi.org/10.51474/jrtp.v4i1.575
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Thapaliya P. Enhancing critical reflective practice in science education through a STEAM approach. Journal of Transformative Praxis. 2023;4(1):54-67. https://doi.org/10.51474/jrtp.v4i1.575
AMA
In-text citation: (1), (2), (3), etc.
Reference: Thapaliya P. Enhancing critical reflective practice in science education through a STEAM approach. Journal of Transformative Praxis. 2023;4(1), 54-67. https://doi.org/10.51474/jrtp.v4i1.575
Chicago
In-text citation: (Thapaliya, 2023)
Reference: Thapaliya, Pratima. "Enhancing critical reflective practice in science education through a STEAM approach". Journal of Transformative Praxis 2023 4 no. 1 (2023): 54-67. https://doi.org/10.51474/jrtp.v4i1.575
Harvard
In-text citation: (Thapaliya, 2023)
Reference: Thapaliya, P. (2023). Enhancing critical reflective practice in science education through a STEAM approach. Journal of Transformative Praxis, 4(1), pp. 54-67. https://doi.org/10.51474/jrtp.v4i1.575
MLA
In-text citation: (Thapaliya, 2023)
Reference: Thapaliya, Pratima "Enhancing critical reflective practice in science education through a STEAM approach". Journal of Transformative Praxis, vol. 4, no. 1, 2023, pp. 54-67. https://doi.org/10.51474/jrtp.v4i1.575
ABSTRACT
This article aimed to explore teachers’ beliefs on reflective practice in their professional life and envision perspectives for transforming their practice. I used auto/ethnography as a research methodology for critically reflecting on the self and others’ lived experiences of teaching science, mathematics, and technology in the context of Nepal. I explored that reflective practice is required for understanding and transforming our deep-seated dominant cultural practices. On becoming a critically reflective practitioners, we can incorporate a trans-disciplinary STEAM approach while designing and implementing a curriculum, pedagogy, and assessment system that helps understand learners’ sociocultural backgrounds, beliefs, values, assumptions, and feelings for authentic, inclusive, and meaningful learning.
KEYWORDS
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