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M101
Evidence-Based Practices in STEM Education and Engagement
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. Furthermore the term evidence will be analysed, deconstructed and linked to various STEM professions, organisations and learning scenarios
Applicants interested in following this programme are to satisfy one of the minimum eligibility criteria:
A Bachelor degree (MQF 6 with a minimum 180 ECTS), or higher in the areas of Science or Technology or Engineering or Mathematics, or a cognate area deemed relevant by the Institute for Education
By the end of this module, the learner will 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 is;
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.
This module adopts a blended approach to teaching and learning. The module is divided into two parts, the first part is delivered online (either asynchronously or synchronously) and the second part is delivered over a weekend (Friday evening and Saturday morning and afternoon). Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.
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.
Upon successful completion of this module, course participants will be conferred an accredited certification.
Upon successful completion of this module, course participants may use certification conferred to apply for Recognition of Prior Learning for accredited programmes. Teachers may also use this certification in their application for accelerated progression
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.
The Institute for Education is a Further and Higher Education Institution with Licence number 2016-006
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