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 sciences-related learning, teaching, curriculum and assessment, variously in pre-school, primary and secondary education, and in undergraduate science, engineering and information technology. Today he is increasingly concerned with contemporary science/science research, links between science and citizens, and school education (including the rapid development of STEM as a focus for many education-related critical issues). He has published widely, including editing the Encyclopedia of Science Education (Springer, 2015). He is a Fellow of the Academy of the Social Sciences in Australia, and a Life Member of Science Teachers' Association of Victoria (Australia). In 2014 he was presented with the NARST Distinguished Contributions to Science Education through Research Award.Alister Jones is a Research Professor and Senior Deputy Vice-Chancellor of the University of Waikato, New Zealand. He is a Strategic Advisor for the New Zealand Science Learning Hub, and Director of a number of education-related companies. He has been consulted on educational development in New Zealand, Australia, the UK, USA, Hong Kong, Chile and Thailand.

• Preface.- About the Authors.- Chapter 1 STEM Education Matters.- Chapter 2 Creativity and Critical Thinking.- Chapter 3 Fostering Students’ Creativity and Critical Thinking in Science Education.- Chapter 4 Exploring STEM Learning in Primary Classrooms: In Support of Social Justice Agendas.- Chapter 5 There’s Something About James.- Chapter 6 STEM, Creativity and Critical Thinking: How do Teachers Address Multiple Learning Demands?.- Chapter 7 Stimulating Creativity and Critical Thinking in Integrated STEM Education: The Contribution of Out-Of-School Activities.- Chapter 8 Critical Thinking Across Disciplines in University General Education: Obesity as a Socioscientific Issue.- Chapter 9 When Failure Means Success: Accounts of the Role of Failure in the Development of New Knowledge in the STEM Disciplines.- Chapter 10 Humanistic Goals for Science Education: STEM as an Opportunity to Reconsider Goals for Education.- Chapter 11 Final commentary: “Education in the 21st Century: STEM, Creativity and Critical Thinking”.

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 sciences-related learning, teaching, curriculum and assessment, variously in pre-school, primary and secondary education, and in undergraduate science, engineering and information technology. Today he is increasingly concerned with contemporary science/science research, links between science and citizens, and school education (including the rapid development of STEM as a focus for many education-related critical issues). He has published widely, including editing the Encyclopedia of Science Education (Springer, 2015). He is a Fellow of the Academy of the Social Sciences in Australia, and a Life Member of Science Teachers' Association of Victoria (Australia). In 2014 he was presented with the NARST Distinguished Contributions to Science Education through Research Award.Alister Jones is a Research Professor and Senior Deputy Vice-Chancellor of the University of Waikato, New Zealand. He is a Strategic Advisor for the New Zealand Science Learning Hub, and Director of a number of education-related companies. He has been consulted on educational development in New Zealand, Australia, the UK, USA, Hong Kong, Chile and Thailand.

• Preface.- About the Authors.- Chapter 1 STEM Education Matters.- Chapter 2 Creativity and Critical Thinking.- Chapter 3 Fostering Students’ Creativity and Critical Thinking in Science Education.- Chapter 4 Exploring STEM Learning in Primary Classrooms: In Support of Social Justice Agendas.- Chapter 5 There’s Something About James.- Chapter 6 STEM, Creativity and Critical Thinking: How do Teachers Address Multiple Learning Demands?.- Chapter 7 Stimulating Creativity and Critical Thinking in Integrated STEM Education: The Contribution of Out-Of-School Activities.- Chapter 8 Critical Thinking Across Disciplines in University General Education: Obesity as a Socioscientific Issue.- Chapter 9 When Failure Means Success: Accounts of the Role of Failure in the Development of New Knowledge in the STEM Disciplines.- Chapter 10 Humanistic Goals for Science Education: STEM as an Opportunity to Reconsider Goals for Education.- Chapter 11 Final commentary: “Education in the 21st Century: STEM, Creativity and Critical Thinking”.

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 sciences-related learning, teaching, curriculum and assessment, variously in pre-school, primary and secondary education, and in undergraduate science, engineering and information technology. Today he is increasingly concerned with contemporary science/science research, links between science and citizens, and school education (including the rapid development of STEM as a focus for many education-related critical issues). He has published widely, including editing the Encyclopedia of Science Education (Springer, 2015). He is a Fellow of the Academy of the Social Sciences in Australia, and a Life Member of Science Teachers' Association of Victoria (Australia). In 2014 he was presented with the NARST Distinguished Contributions to Science Education through Research Award.Alister Jones is a Research Professor and Senior Deputy Vice-Chancellor of the University of Waikato, New Zealand. He is a Strategic Advisor for the New Zealand Science Learning Hub, and Director of a number of education-related companies. He has been consulted on educational development in New Zealand, Australia, the UK, USA, Hong Kong, Chile and Thailand.

• Preface.- About the Authors.- Chapter 1 STEM Education Matters.- Chapter 2 Creativity and Critical Thinking.- Chapter 3 Fostering Students’ Creativity and Critical Thinking in Science Education.- Chapter 4 Exploring STEM Learning in Primary Classrooms: In Support of Social Justice Agendas.- Chapter 5 There’s Something About James.- Chapter 6 STEM, Creativity and Critical Thinking: How do Teachers Address Multiple Learning Demands?.- Chapter 7 Stimulating Creativity and Critical Thinking in Integrated STEM Education: The Contribution of Out-Of-School Activities.- Chapter 8 Critical Thinking Across Disciplines in University General Education: Obesity as a Socioscientific Issue.- Chapter 9 When Failure Means Success: Accounts of the Role of Failure in the Development of New Knowledge in the STEM Disciplines.- Chapter 10 Humanistic Goals for Science Education: STEM as an Opportunity to Reconsider Goals for Education.- Chapter 11 Final commentary: “Education in the 21st Century: STEM, Creativity and Critical Thinking”.