Evidence-Based Practices in STEM Education and Engagement

ECTS Value: 5 ECTS

Contact Hours: 25

Self Study Hours: 60

Assessment Hours: 40


Overall Objectives and Outcomes

This module will give course participants the opportunity to discuss established theories and practices within the field of evidence-based practice (EBP) and apply them to STEM Education and Engagement. Established evidence-based methods will be used to identify suitable STEM education & engagement research for discussion and analysis. Further-more the term evidence will be analysed, deconstructed and linked to various STEM professions, organisations and learning scenarios.

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


a. Develop a researchable STEM education & engagement question and determine resources for developing relevant answers to the question;
b. Develop relevant terms for research questions;
c. Critically evaluate STEM-related research practices or programmes in relation to their use and determine when and how to integrate these new findings into own practice;
d. Recognise evidence-based practice (EBP) as one of five core competencies all STEM professionals and educators should possess;
e. Respond critically to arguments against the principles of evidence-based practice (EBP).


a. Develop a knowledgeable opinion of the concept of ‘evidence’ in STEM fields and disciplines;
b. Elaborate on the essential principles underlying the 6A model in Evidence-Based STEM Education & Engagement;
c. Critically identify what an evidence-based practice programme;
d. Outline the 4 different types of evidence and the steps of evidence-based practice;
e. Distinguish between different types and sources of evidence.


a. Analyse the strengths and limitations of different types of ‘evidence’ Identify and use trustworthy sources to find EBPs in STEM;
b. Critically evaluate the concept of ‘evidence’ in organizations;
c. Use established methods to formulate a ‘searchable’ STEM-related question;
d. Systematically identify and define terms related to building a research strategy;
e. Critically evaluate examples of ‘evidence’ from literature and practice.


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. Barends, E., & Rousseau, D. M. (2018). Evidence-based management: How to use evidence to make better organizational decisions. Kogan Page Publishers.
2. Aglen, B. (2016). Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review. Nurse education today, 36, 255-263Olswang, L. B., & Goldstein, H. (2017). Collaborating on the development and implementation of evidence-based practices: Advancing
science and practice. Evidence-Based Communication Assessment and Intervention, 11(3-4), 61-71.

Supplementary Reading List

1. Latham, G. P. (2009). Becoming the evidence-based manager: Making the science of management work for you. Clerkenwell, London: Nicholas Brealey.
2. Djulbegovic, B., & Guyatt, G. H. (2017). Progress in evidence-based medicine: a quarter century on. The Lancet, 390(10092), 415-423.
3. Rycroft-Malone, J., Seers, K., Titchen, A., Harvey, G., Kitson, A., & McCormack, B. (2004). What counts as evidence in evidence-based practice?. Journal of advanced nursing, 47(1), 81-90.

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