Dr Josette Farrugia

Dr Josette Farrugia

Dr Josette Farrugia

  B.Ed.(Hons)(Melit.),Ph.D.(York)

Senior Lecturer

Room 320B
Old Humanities Building (OH)
University of Malta
Msida
  +356 2340 3702
Josette Farrugia is a Senior Lecturer in science education and currently Head of the Department of Mathematics and Science Education within the Faculty of Education. She started her career as a chemistry teacher, has taught at secondary and post-secondary levels and has also worked as Principal Subject Area Officer for Science within the MATSEC Support Unit before joining the Faculty of Education on a full-time basis.

Her research interests and teaching areas in science education include pedagogy, assessment and curriculum; problem-solving and inquiry based learning; teachers’ beliefs and professional development.

She is involved in initial teacher education for secondary school science teachers and also teaches and tutors on a number of post-graduate programmes. She has participated in a number of European projects aimed at improving science education in Europe and is the University of Malta’s representative in the International Consortium for STEM Education.
  • Science education
  • Curriculum and Assessment
  • Teachers' beliefs and professional development
  • Problem solving
  • Inquiry-based learning

FARRUGIA, J., 2019. Maltese teachers’ experience of the implementation of inquiry-based learning in science.  . In: C. BEZZINA and S. CARUANA, eds, Teacher Education Matters. Transforming lives … transforming schools. Faculty of Education, University of Malta, .

FARRUGIA, J., MIZZI, D., ZAHRA, R. and ZARB, D., 2017. Changing the Chemistry Curriculum at Secondary Level: Opportunities and Challenges. , International Conference New Perspectives in Science Education, 16-17th March 2017, Libreria universitaria. it Edizioni., pp. 104-108.

MIFSUD, J. and FARRUGIA, J., 2017.  Language choice for science education: policy and practice. The Curriculum Journal, 28(1), pp. 83-104.

FARRUGIA, J., 2015. Long-term Teacher Professional Development: Lessons learnt from PRIMAS
, E.A. K. MAASS, ed. In: Educating the Educators: International Approaches to Scaling-up Professional Development in Mathematics and Science Education, 15-16th December 2014 2015, WTM: Münster.

FARRUGIA, J., 2015. Teachers’ experience of the introduction of student-centred pedagogies that promote lifelong learning and enthusiasm for chemistry and science
. LUMAT, 3(3), pp. 285-303.

PACE, R. and FARRUGIA, J., 2015. What are Maltese Undergraduate students’ views of the Nature of Science and Scientific Inquiry? 
, International Conference New Perspectives in Science Education, 20-21st March 2015 2015, Libreria universitaria. it Edizioni, pp. 16-20.

ALI, M. and FARRUGIA, J., 2013. Why do students opt not to sit for SEC examinations at the end of their compulsory education? . Malta Review of Educational Research, 7(1), pp. 90-115.

FARRUGIA, J. and VENTURA, F., 2007. Predictive Validity of Examinations at the Secondary Education Certificate (SEC) level Journal of Maltese Education Research, 5(2), pp. 21-44.

GRIMA, G. and FARRUGIA, J., 2006. Transition from Primary to Secondary in Malta. Time to Break the Mould? . Malta: Allied Publications.

FARRUGIA, J., 2005. Report on Assessment Procedures in Other Educational Systems. Malta: Ministry of Education, Youth and Employment.

FARRUGIA, J., 2005. A Study on the Progression of Candidates who obtained their Matriculation Certificate in the Supplementary Session. Ministry of Education, Youth and Employment.

FARRUGIA, J. and VENTURA, F., 2005. Predictive Validity of the results of science examinations taken at age 16+ , R. PINTO and D. COUSO, eds. In: Contributions of Research to Enhancing Students’ Interest in learning Science: Proceedings of the Fifth International European Science Education Research Association Conference, Barcelona, Spain. 2005, pp. 1073-1076.

FARRUGIA, J. and BENNETT J., 2003. An investigation of Upper High School Students’ difficulties with thermochemistry calculations. European Science Education Research Association (ESERA) conference held in the Netherlands 2003.

FARRUGIA, J., 2002. Problem Solving in Science Education: Some reflections about Problems and their Solvers, S. GATT, ed. In: Linking Science, Technology and Mathematics Education and their Social Relevance Proceedings of the Commonwealth Association for Science Technology and Mathematics Educators (CASTME) Conference Malta 2002, pp. 313-324.

FARRUGIA, J., 2002. Using ‘think-aloud’ problem-solving sessions as a diagnostic tool in the classroom, VENTURA, F. AND GRIMA, G., ed. In: Contemporary Issues in Educational Assessment Proceedings of the Second International Conference of the Association of Commonwealth Examination and Accreditation Bodies (ACEAB) Malta, 18-22 March 2002, pp. 284-291.

FARRUGIA, J., 2000. Methodological Issues and processes in a study of students’ problem solving in Advanced level Chemistry, EVANS, H.E., SORENSEN, H., MOLLER ANDERSEN, A., ed. In: Bridging Research Methodology and Research Aims 2000, Danish University of Education, pp. 122-132.

  • EER5105 - Research Methods for Education for Sustainable Development
  • IAL3006 - Curriculum Knowledge: Secondary Years (Math and Science)
  • MSS1003 - Chemical Science
  • MSS2009 - Science in the Home
  • MSS5001 - Planning for Teaching and Learning in Science
  • MSS5004 - Strategies for Teaching and Learning in the Contemporary Science Classroom
  • MSS5005 - Teaching Secondary Science Specialisation
  • MSS5006 - Assessment for Student Learning in the Sciences: Formative and Summative Assessment
Involvement in projects

PRIMAS (2010-2013)
Member of the UM team participating in the FP7 project, PRIMAS (Promoting Inquiry in Mathematics and Science across Europe).

IncluSMe (2016-2019)
Principal Investigator: Intercultural learning in science and mathematics education was an Erasmus+ project focusing on intercultural
learning in mathematics and science initial teacher education.

MaSDiV (2017-2020)
Principal Investigator: MaSDiV (supporting Mathematics and Science teachers in addressing Diversity and promoting fundamental
Values) was an EU-funded project that aimed to support maths and science teachers in catering for cultural, socioeconomic and
performance-related diversity in their classrooms.

ENSITE (2019-2022)
Principal Investigator: ENvironmental Socio-Scientific Issues in Initial Teacher Education is an ERASMUS+ project that supports the
development of prospective science teachers’ environmental citizenship and related teaching competences.

GEM (2020-2022)
Principal Investigator: GEM (Empower Girls to Embrace their Digital and Entrepreneurial Potential) is a Girls4STEM project that aims
to inspire and enable European girls to tap their STEM, digital and entrepreneurial potential.

MOST (2020-2023)
Principal Investigator: The MOST (Meaningful Open Science Education Connects Schools to Communities) project is a Horizon 2020
project that aims to develop sustainable partnerships between schools, local communities, universities and industry so that they can
work together on pressing environmental issues prevailing in their communities.

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