Introduction to STEM Education and Engagement

MQF Level: 5

Contact Hours: 25

Self Study Hours: 60

Assessment Hours: 40


Overall Objectives and Outcomes

This module offers students the possibility to reflect upon the scope, nature and practice of STEM in the 21st century. It starts with an exploration of current issues in the field and elaborates on the future of STEM. During the module, course participants are encouraged to engage in contemporary empirical and practical debates concerning STEM-related education and engagement leading to the development of skills to critically analyse and develop educational practice.

By the end of this programme, participants should be able to:


a. Develop knowledge and ability to conduct further research in relation to the history and rich applications of STEM;
b. Explore approaches to enhance the creativity of STEM learners and broaden interest in STEM fieldsDiscuss insights into strategies that support STEM learning such as hands-on learning experiences and inquiry-based pedagogy
c. Establish links between the taught curriculum in schools and everyday STEM contextual applications,
d. Promote a better connection between STEM and everyday life through community initiatives and stem engagement activities Evaluate the socio-scientific issues to enhance the audience’s understanding of science and its implications in our current lives, taking into consideration cultural, ethical, economic and environmental issues.


a. Demonstrate an understanding of the fundamentals of relevant paradigms, learning theories and frameworks with a specific focus on STEM education;
b. Appreciate the relationship between science and society;
c. Outline and understand the variety of STEM careers related to different fields of study;
d. Outline the connections between educational experience and the under-representation of particular social categories in STEM careers


a. explores the integration of STEM disciplines, using problem and inquiry-based learning approaches to more closely align individual STEM skills with higher order independent thinking and problem solving.
b. Critically identify suitable local and global contexts in relation to STEM engagement
c. Critically examine the wide diversity of goals, motivations and purposes of public engagement in STEM are explored;
d. Comprehensively identify and explore the drivers which influence the practice of science communication and public engagement worldwide.


Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Suggested Readings

Core Reading List

1. Whiteley, L., Stenslund, A., Arnold, K., & Söderqvist, T. (2017). ‘The house’as a framing device for public engagement in STEM museums. Museum and Society, 15(2), 217-235.
2. Feinstein, N. (2011). Salvaging science literacy. Science education, 95(1), 168-185.
3. Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Science aspirations, capital, and family habitus: How families shape children’s engagement and identification with science. American Educational Research Journal, 49(5), 881-908.
4. Des Jardins, A., Key, J., Williamson, K., Kimbrell, S., De Saint-Georges, S., Page, J., … & Littenberg,
T. (2020). Space Public Outreach Team: Successful STEM Engagement on Complex Technical Topics. Journal of Computers in Mathematics and Science Teaching, 39(4), 339-359.

Supplementary Reading List

1. Kahan, D. M., Peters, E., Wittlin, M., Slovic, P., Ouellette, L. L., Braman, D., & Mandel, G. (2012). The polarizing impact of science literacy and numeracy on perceived climate change risks. Nature climate change, 2(10), 732-735.
2. Moss-Racusin, C. A., Sanzari, C., Caluori, N., & Rabasco, H. (2018). Gender bias produces gender gaps in STEM engagement. Sex Roles, 79(11-12), 651-670.
3. Liu, X. (2009). Beyond science literacy: Science and the public. International Journal of Environmental and Science Education, 4(3), 301-311

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