Shared foundations of the Nature of Science and STEAM: A conceptual lens for curriculum transformation

Abstract

Both the tenets of the Nature of Science (NOS) and Science, Technology, Engineering, Arts, and Mathematics (STEAM) education emphasise that scientific knowledge is tentative, creative, culturally embedded, and socially negotiated. The shared foundations of these frameworks provide a conceptual lens for transforming Life Sciences education by positioning curriculum as a dynamic, living process rather than a static product. Drawing on illustrative, non-evaluative examples from a professional development intervention, this paper shows how NOS-STEAM integration can support epistemic justice, scientific literacy, and transdisciplinary, learner-centred pedagogy. The arts component of STEAM can make science more accessible, affective, and culturally relevant while helping teachers bridge global scientific frameworks with local knowledge. This paper proposes a NOS-STEAM conceptual lens and a triadic model of knowing-doing-being to guide curriculum design, teacher professional development, and assessment in Life Sciences. It offers practical heuristics and policy-relevant insights for promoting rigorous, imaginative, and contextually grounded Life Sciences education.