Module: STEM

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	STEM
Module Code	EDP1159
Faculty	STEM Ed, Innov, Global Studies	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

Student teachers are equipped with the foundational knowledge and skills to design and deliver rich teaching and learning experiences in Digital Learning, Mathematics, and Science, supporting the broader STEM (Science, Technology, Engineering, and Mathematics) area of learning across the primary education continuum. The importance of identifying and building on children’s prior, current, and newly acquired knowledge, understanding, dispositions, skills, and attitudes, as well as addressing common misconceptions, is emphasised. Opportunities are provided for students to adopt a critical stance toward readings, discussions, learning activities, and teaching strategies. Inquiry-based, constructionist, and playful approaches are examined through the lens of children’s curiosity, agency, and engagement. Particular attention is given to the meaningful integration of digital tools. Issues concerning dispositional development, task design, learning tools, inclusion, integration, and assessment for learning are addressed in relation to children at different stages of primary education. References are made, where appropriate, to the Primary Curriculum Framework, the Mathematics Education Curriculum, and the Science, Technology and Engineering Education Curriculum.

Learning Outcomes

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Workshop	67	Science (22hrs), Maths (22hrs) and Digital Learning (23hrs)
Independent Study	43	Read, review and critique articles; review of Loop materials; creation of digital artefacts; engagement with formative feedback etc to consolidate learning from face-to-face sessions and as part of preparation for assignment and examination.
Assignment Completion	15	Preparation for and completion of assignment – Independent study building on structured study as outlined above
Total Workload: 125

Section Breakdown
CRN	12158	Part of Term	Semester 1 & 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Hsiao-Ping Hsu	Module Teacher	Anne McMorrough, Aoibhinn Ní Shúilleabháin, Denis Moynihan, Lorraine Harbison, Miriam Ryan

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	Reflection on science misconceptions and developing appropriate teaching activities to challenge and develop the scientific conceptions.	30%	Sem 1 End
Assignment	Identify a topic and document the research process undertaken in the design of a lesson plan. Highlight pertinent numeracy concepts and skills to be developed. Synthesise the findings to produce a quality lesson plan in the area of Algebra, Data, Chance, or Measures, for the primary school classroom.	30%	Sem 1 End
Assignment	Creation of a portfolio of digital artefacts to exemplify the application of digital learning content and skills.	30%	Sem 2 End
Assignment	Submission of artefacts from the biodiversity project workshops (mathematics, science, and digital learning) as evidence of participation, graded on a completion basis.	10%	Sem 1 End

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Harlen, W. & Qualter, A. (2018). The Teaching of Science in Primary Schools (7th ed.). David Fulton.

Davies, D., Howe, A., Collier, C., Digby, R., Earle, S. & McMahon, K. (2019). Teaching Science and Technology in the Ear

Loxley, P., Dawes, L. & Nicholls, L. (2013). Teaching Primary Science: Promoting Enjoyment and Developing Understanding.

National Council for Curriculum and Assessment. (2023). Primary Curriculum Framework for primary and special schools: Be

Department of Education. (2022). Digital Strategy for Schools to 2027. Department of Education, Ireland.

DE/NCCA. (2025). Science, Technology and Engineering Specification. Department of Education & NCCA, Government of Irelan

DES/NCCA. (1999). Primary Science Curriculum. Department of Education and Science & NCCA, Government of Ireland.

DES/NCCA. (1999). Primary Science Teacher Guidelines. Department of Education and Science & NCCA, Government of Ireland.

Indicative Reading List

Books:
None

Articles:
None

Other Resources

None