Pratim Sengupta is a Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary, where he has held the Research Chair of STEM Education. A recipient of the NSF CAREER Award, he also directs the Mind, Matter, and Media Lab (M3Lab) at the University of Calgary. Marie-Claire Shanahan is an Associate Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary, where she has held the Research Chair of Science Education. She also directs the Mind, Matter, and Media Lab (M3Lab) at the University of Calgary. Beaumie Kim is an Associate Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary.

“This valuable book presents new perspectives on the past, present, and future of STEM education. It should provoke thoughtful discussions and further research and action.” (Ernest Hughes, Computing Reviews, December 8, 2020)“I recommend this text for those who have an interest in, what seems, the constant push for STEM Education. With the challenges, tensions, and ambiguities that come with implementing STEM initiatives, the papers in this text give the reader a sense of greater hope and a positive outlook that science, technology, engineering, and mathematics can be used in many creative ways in the classroom.” (Peter Olszewski, MAA Reviews, September 13, 2020)

• Re-Imagining STEM Education: Critical, Transdisciplinary and Embodied Approaches.- Integrated STEM in Initial Teacher Education: Tackling Diverse Epistemologies.- Towards a Production Pedagogy Model for Critical Science and Technology Interventions.- Imagining the sustainable future through the construction of fantasy worlds.- Preservice teachers’ perceptions of STEAM education and attitudes toward STEAM disciplines and careers in China.- Engaging Emerging Bilingual Students in Language and Scientific Practices through Collaborative Disciplinarily-Integrated Games from a Co-Operative Action Lens.- Getting beyond functional rationality in the kid coding movement: An agenda for the Learning Sciences.- Beyond Isolated Competencies: Computational Literacy in an Elementary Science Classroom.- Development of a CDIO Framework for Elementary Computational Thinking.- Playfully Coding Science: Views from Preservice Science Teacher Education.- Rethinking bodies of learners through STEM education.- Supporting complex multimodal expression around representations of data: Experience matters.- Facilitating enactment in STEM teacher education within and across learning spaces.- Narrative co-construction of stances towards engineers’ work in socio-technical contexts.- Moving beyond the singular: A deconstruction of educational opportunity in science through the lens of multiples in an era marked by globalization and neoliberalism.- Critical-transdisciplinary STEM: A critical numeracy approach to STEM praxis, Urban Environments and Education Research Coven.- Queering Virtual Reality: A Prolegomenon.- Decolonizing complexity education: A Mayan perspective.- Engaging with complexities and imaging possibilities across the boundaries of STEM.

Pratim Sengupta is a Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary, where he has held the Research Chair of STEM Education. A recipient of the NSF CAREER Award, he also directs the Mind, Matter, and Media Lab (M3Lab) at the University of Calgary. Marie-Claire Shanahan is an Associate Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary, where she has held the Research Chair of Science Education. She also directs the Mind, Matter, and Media Lab (M3Lab) at the University of Calgary. Beaumie Kim is an Associate Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary.

“This valuable book presents new perspectives on the past, present, and future of STEM education. It should provoke thoughtful discussions and further research and action.” (Ernest Hughes, Computing Reviews, December 8, 2020)“I recommend this text for those who have an interest in, what seems, the constant push for STEM Education. With the challenges, tensions, and ambiguities that come with implementing STEM initiatives, the papers in this text give the reader a sense of greater hope and a positive outlook that science, technology, engineering, and mathematics can be used in many creative ways in the classroom.” (Peter Olszewski, MAA Reviews, September 13, 2020)

• Re-Imagining STEM Education: Critical, Transdisciplinary and Embodied Approaches.- Integrated STEM in Initial Teacher Education: Tackling Diverse Epistemologies.- Towards a Production Pedagogy Model for Critical Science and Technology Interventions.- Imagining the sustainable future through the construction of fantasy worlds.- Preservice teachers’ perceptions of STEAM education and attitudes toward STEAM disciplines and careers in China.- Engaging Emerging Bilingual Students in Language and Scientific Practices through Collaborative Disciplinarily-Integrated Games from a Co-Operative Action Lens.- Getting beyond functional rationality in the kid coding movement: An agenda for the Learning Sciences.- Beyond Isolated Competencies: Computational Literacy in an Elementary Science Classroom.- Development of a CDIO Framework for Elementary Computational Thinking.- Playfully Coding Science: Views from Preservice Science Teacher Education.- Rethinking bodies of learners through STEM education.- Supporting complex multimodal expression around representations of data: Experience matters.- Facilitating enactment in STEM teacher education within and across learning spaces.- Narrative co-construction of stances towards engineers’ work in socio-technical contexts.- Moving beyond the singular: A deconstruction of educational opportunity in science through the lens of multiples in an era marked by globalization and neoliberalism.- Critical-transdisciplinary STEM: A critical numeracy approach to STEM praxis, Urban Environments and Education Research Coven.- Queering Virtual Reality: A Prolegomenon.- Decolonizing complexity education: A Mayan perspective.- Engaging with complexities and imaging possibilities across the boundaries of STEM.

Pratim Sengupta is a Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary, where he has held the Research Chair of STEM Education. A recipient of the NSF CAREER Award, he also directs the Mind, Matter, and Media Lab (M3Lab) at the University of Calgary. Marie-Claire Shanahan is an Associate Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary, where she has held the Research Chair of Science Education. She also directs the Mind, Matter, and Media Lab (M3Lab) at the University of Calgary. Beaumie Kim is an Associate Professor of Learning Sciences and STEM Education in the Werklund School of Education at the University of Calgary.

“This valuable book presents new perspectives on the past, present, and future of STEM education. It should provoke thoughtful discussions and further research and action.” (Ernest Hughes, Computing Reviews, December 8, 2020)“I recommend this text for those who have an interest in, what seems, the constant push for STEM Education. With the challenges, tensions, and ambiguities that come with implementing STEM initiatives, the papers in this text give the reader a sense of greater hope and a positive outlook that science, technology, engineering, and mathematics can be used in many creative ways in the classroom.” (Peter Olszewski, MAA Reviews, September 13, 2020)

• Re-Imagining STEM Education: Critical, Transdisciplinary and Embodied Approaches.- Integrated STEM in Initial Teacher Education: Tackling Diverse Epistemologies.- Towards a Production Pedagogy Model for Critical Science and Technology Interventions.- Imagining the sustainable future through the construction of fantasy worlds.- Preservice teachers’ perceptions of STEAM education and attitudes toward STEAM disciplines and careers in China.- Engaging Emerging Bilingual Students in Language and Scientific Practices through Collaborative Disciplinarily-Integrated Games from a Co-Operative Action Lens.- Getting beyond functional rationality in the kid coding movement: An agenda for the Learning Sciences.- Beyond Isolated Competencies: Computational Literacy in an Elementary Science Classroom.- Development of a CDIO Framework for Elementary Computational Thinking.- Playfully Coding Science: Views from Preservice Science Teacher Education.- Rethinking bodies of learners through STEM education.- Supporting complex multimodal expression around representations of data: Experience matters.- Facilitating enactment in STEM teacher education within and across learning spaces.- Narrative co-construction of stances towards engineers’ work in socio-technical contexts.- Moving beyond the singular: A deconstruction of educational opportunity in science through the lens of multiples in an era marked by globalization and neoliberalism.- Critical-transdisciplinary STEM: A critical numeracy approach to STEM praxis, Urban Environments and Education Research Coven.- Queering Virtual Reality: A Prolegomenon.- Decolonizing complexity education: A Mayan perspective.- Engaging with complexities and imaging possibilities across the boundaries of STEM.