EUN627 STEM Thinking
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN627 |
|---|---|
| Equivalent(s): | EUZ627 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | EUN627 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ627 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Coordinator: | Dann Mallet | dg.mallet@qut.edu.au |
Overview
This unit explores STEM thinking skills and integration approaches for effective STEM education. Understanding diverse STEM thinking skills and integration methods is vital for developing students’ STEM thinking and disciplinary knowledge. The unit draws on these skills together with curriculum mapping to design engaging, integrated STEM teaching plans. This comprehensive approach ensures educators are well-prepared to create dynamic learning environments that inspire and equip students with the necessary skills to excel in the future.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss and synthesise STEM thinking skills and integration approaches with scholarly and professional literature.
- Reflect on learning experiences and practice to articulate your STEM education philosophy.
- Source and evaluate scholarly literature on STEM thinking and its application to education contexts.
- Design and justify integrated STEM teaching plans based on STEM curricula to develop learners' STEM thinking skills, future skills and disciplinary knowledge.
Content
This unit will cover the following:
- STEM integration approaches
- STEM thinking skills such as mathematical proof/inquiry, statistical inquiry, scientific method/inquiry skills, computational thinking, systems thinking, design thinking
- STEM curricula and curriculum mapping
-
Future Skills such as critical and creative thinking, collaboration, communication, innovation and entrepreneurism, and digital fluency
- Explore and design learning environments for integrated STEM
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online, on-campus Q&A sessions)
- online learning activities
- small group collaboration
- discussion activities
- sharing and discussing evaluations of scholarly literature
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, experiential learning and critical reflection on experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas website.
Assessment
Overview
There are two assessments in this unit:
1. STEM education philosophy - this task draws on your experiences in the discussion activities and engagement with the unit concepts and scholarly literature to articulate your STEM education philosophy.
2. Maker Project - this task builds on your philosophy, curriculum mapping and unit concepts to design and justify an integrated STEM teaching plan.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: STEM education philosophy
Create a personal STEM education philosophy using video and a written reflection that is informed by the unit learning activities, peer discussion and evaluation of scholarly literature. Video record yourself critically reflecting on learning activities and peer discussion articulating how they have informed your STEM education philosophy. Excerpts from your discussions with peers are to be used as evidence in your reflection to illustrate the evolving nature of your philosophy.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Maker Project
In an identified education context, design a STEM integrated teaching plan for a Maker Project that develops students' STEM thinking skills, future skills and disciplinary knowledge in at least 2 STEM areas. Present evidence of the context and justify the design drawing on your STEM education philosophy, sustainability, curriculum(s), key concepts in this unit and scholarly and professional literature.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Resource Materials
Reference book(s)
Chandra, V. & Sylnko, B. (2024). My STEM Workbook. Professor Baz Publications. https://www.professorbaz.com.au/
Forbes, A., Chandra, V., Pfeiffer, L., & Sheffield, R. (2021). STEM education in the primary school: A teacher's toolkit. Cambridge University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, STEM education philosophy, Maker Project - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO2, STEM education philosophy - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO4, Maker Project - Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
Relates to: ULO3, STEM education philosophy
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, STEM education philosophy, Maker Project - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO2, STEM education philosophy - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO4, Maker Project - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO3, STEM education philosophy
Unit Outline: Semester 1 2026, Online
| Unit code: | EUN627 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ627 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
Overview
This unit explores STEM thinking skills and integration approaches for effective STEM education. Understanding diverse STEM thinking skills and integration methods is vital for developing students’ STEM thinking and disciplinary knowledge. The unit draws on these skills together with curriculum mapping to design engaging, integrated STEM teaching plans. This comprehensive approach ensures educators are well-prepared to create dynamic learning environments that inspire and equip students with the necessary skills to excel in the future.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss and synthesise STEM thinking skills and integration approaches with scholarly and professional literature.
- Reflect on learning experiences and practice to articulate your STEM education philosophy.
- Source and evaluate scholarly literature on STEM thinking and its application to education contexts.
- Design and justify integrated STEM teaching plans based on STEM curricula to develop learners' STEM thinking skills, future skills and disciplinary knowledge.
Content
This unit will cover the following:
- STEM integration approaches
- STEM thinking skills such as mathematical proof/inquiry, statistical inquiry, scientific method/inquiry skills, computational thinking, systems thinking, design thinking
- STEM curricula and curriculum mapping
-
Future Skills such as critical and creative thinking, collaboration, communication, innovation and entrepreneurism, and digital fluency
- Explore and design learning environments for integrated STEM
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online, on-campus Q&A sessions)
- online learning activities
- small group collaboration
- discussion activities
- sharing and discussing evaluations of scholarly literature
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, experiential learning and critical reflection on experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas website.
Assessment
Overview
There are two assessments in this unit:
1. STEM education philosophy - this task draws on your experiences in the discussion activities and engagement with the unit concepts and scholarly literature to articulate your STEM education philosophy.
2. Maker Project - this task builds on your philosophy, curriculum mapping and unit concepts to design and justify an integrated STEM teaching plan.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: STEM education philosophy
Create a personal STEM education philosophy using video and a written reflection that is informed by the unit learning activities, peer discussion and evaluation of scholarly literature. Video record yourself critically reflecting on learning activities and peer discussion articulating how they have informed your STEM education philosophy. Excerpts from your discussions with peers are to be used as evidence in your reflection to illustrate the evolving nature of your philosophy.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Maker Project
In an identified education context, design a STEM integrated teaching plan for a Maker Project that develops students' STEM thinking skills, future skills and disciplinary knowledge in at least 2 STEM areas. Present evidence of the context and justify the design drawing on your STEM education philosophy, sustainability, curriculum(s), key concepts in this unit and scholarly and professional literature.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Resource Materials
Reference book(s)
Chandra, V. & Sylnko, B. (2024). My STEM Workbook. Professor Baz Publications. https://www.professorbaz.com.au/
Forbes, A., Chandra, V., Pfeiffer, L., & Sheffield, R. (2021). STEM education in the primary school: A teacher's toolkit. Cambridge University Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, STEM education philosophy, Maker Project - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO2, STEM education philosophy - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO4, Maker Project - Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
Relates to: ULO3, STEM education philosophy
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, STEM education philosophy, Maker Project - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO2, STEM education philosophy - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO4, Maker Project - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO3, STEM education philosophy