Science Students’ Ecojust Engineering Designs: Teacher and Student Bricoleurs

In many contexts worldwide, educators are encouraged to integrate/interrelate aspects of science, technology, engineering and mathematics (STEM). Among STEM education variants, promotion of engineering design and appreciation of engineering products and services seems particularly prevalent. While there are many defenders of such foci, several scholars and others suggest that many STEM education initiatives compromise students’ consciousness of adverse effects on living and nonliving things of influences of powerful people and groups on STEM fields and beyond. Accordingly, we report action research findings involving a secondary school science teacher’s efforts to educate students about such problematic relationships and, for areas of their interest, enable them to design and implement functional engineering products that also address their social and/or ecological justice priorities — within and beyond the products