Enhancing Critical Reflective Practice in Science Education Through a STEAM Approach

This article aimed to explore teachers’ beliefs on reflective practice in their professional life and envision perspectives for transforming practice. I used auto/ethnography as a research methodology critically reflecting the self others’ lived experiences of teaching science, mathematics, technology context Nepal. explored that is required understanding our deep-seated dominant cultural practices. On becoming practitioners, we can incorporate trans-disciplinary STEAM approach while designing implementing curriculum, pedagogy, assessment system helps understand learners’ sociocultural backgrounds, beliefs, values, assumptions, feelings authentic, inclusive, meaningful learning.