https://www.um.edu.mt/library/oar/handle/123456789/14508 2026-06-07T22:32:50Z https://www.um.edu.mt/library/oar/handle/123456789/146811 Title: Introduction [MATSEC examinations : an eventful journey] Authors: Chetcuti, Deborah A.; Buhagiar, Michael A. Abstract: The MATSEC examinations at the end of secondary and post-secondary schooling play a significant role in the educational journey of Maltese students. The examination results can provide access to higher education, open doors to career opportunities and lead to social mobility and a better quality oflife (Sultana, 1996; Richardson, 2022). MATSEC has become a household name in Malta and the daily routines of students, teachers, and parents have come to revolve around the MATSEC examinations. Students put their lives on hold to prepare for the examinations, many giving up hobbies and sport activities to focus on their studies, leading to periods of stress and anxiety (Martinelli, 2023; Camilleri et al., 2019). Parents organise their time around helping their children to study and taking them to various after school private lessons at the expense of family and work time (Buhagiar & Chetcuti, 2013). Teachers organise teaching activities to ensure examination success for their students sometimes having to sacrifice other aspects oflearning (Grima & Chetcuti, 2003). [extract] 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146397 Title: Educational robotics and agile learning : a review Authors: Konstantaras, Antonios; Maravelakis, Emmanuel; Dalaka, Kanellia Ioanna; Duca, Edward; Giannakakis, Giorgos; Spanoudakis, Nikolaos Abstract: Through the intersection of educational robotics, agile learning methodologies and STEM education in primary and secondary classrooms, this review paper considers the transfer of Industry 4.0 skills in primary and secondary education. The paper uses different studies to show the use of an educational robotics like Spike, WeDo2, Mindstorms, VEX Robotics to name but a few, with K6-K15 visual programming tools like Scratch to further enhance computational thinking and STEM learning. Furthermore, it investigates the integration of Scrum as an agile learning methodology that facilitates grouped-iterative flexible learning. This approach, the review concludes, not only trains important technical and problemsolving skills, but also develops soft skills like teamwork and adaptability, best preparing students for future STEM-initiated careers. The paper also discusses why gender-inclusive and early-childhood STEM education is important, as robotics can help eliminate disparities in STEM participation and promote inclusion of diversity. In addition, the review puts forward future directions, including more scalability across multiple educational contexts, teacher training, and allowing for the use of emerging technologies, such as artificial intelligence (AI) and augmented reality (AR), to offer more personalized and immersive learning experiences. 2025-06-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/141385 Title: Analyzing festival-based public engagement with research : developing and testing an impact framework for understanding audience responses to science festivals in Europe Authors: Jensen, Eric A.; Jensen, Aaron M.; Duca, Edward Abstract: Public engagement festivals offer rare opportunities for researchers and citizens to converse, yet organisers often lack robust evidence about whether such events change audience perceptions. Repeated measures surveys were used during European Researchers’ Night festivals in Malta and Ireland to explore how attending audiences perceive “research” and “researchers.” Open-ended responses were collected before the events and again afterwards and then analysed inductively using grounded-theory techniques to generate a set of thematic codes. Those codes were distilled into an indicators framework that categorises positive, negative and neutral perceptions of both research and researchers. The framework was piloted quantitatively to assess whether indicators linked to the European Commission’s expected impacts appeared more frequently after the events. Results showed that positive perceptions of research increased, particularly awareness of its social value, while perceptions of researchers were more ambivalent. The indicator-based approach also highlighted where stereotypes endured or where respondents remained uncertain. These findings provide organisers with a concise set of evidence-based indicators for evaluating festival impacts and suggest that pairing open-ended research with structured measures can improve the efficiency, reliability and generalisability of public engagement evaluations. Future applications should test the framework across diverse settings and investigate how to reach audiences who are not already positively disposed toward science. 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/140855 Title: Marshmallows, fun, and constellations : a mixed-methods evaluation of a STEAM astronomy workshop Authors: Voulgari, Iro; Mamo, Simeona; Duca, Edward; Lavidas, Konstantinos Abstract: This study evaluates a STEAM-based astronomy workshop for children, delivered at two science engagement events in Malta: Science in the City 2023 and Unconventional Science Careers Days 2023. The workshop integrated storytelling, mythological narratives, creative making activities, and digital tools within the 5E instructional model and the creative pedagogy CREATIONS, with constellations as the central theme. Using a mixed-methods approach, we collected survey data from 122 participants (aged M=10, SD=2.4) and practitioner observations. Quantitative analysis showed that most children (80.3%) found the workshop easy to understand, though 91.8% reported not learning new content. Despite this, 51.6% expressed strong interest in learning more about astronomy, and 55.7% wanted similar school workshops. Significant differences emerged by setting: open-air festival participants reported higher levels of enjoyment and clarity than classroom-based participants. Qualitative analysis revealed children emphasized astronomy knowledge, enjoyment, and creative processes, often linking learning to personal contexts such as zodiac signs. Practitioner observations highlighted parental involvement as both supportive and potentially intrusive. These findings suggest STEAM workshops emphasising artistic processes, can stimulate curiosity, engagement, and cultural relevance in astronomy education, while underscoring the importance of facilitator training and careful scaffolding to balance creativity with conceptual accuracy. The study contributes to research on non-formal STEAM learning by demonstrating the potential and challenges of integrating arts, storytelling, and science in astronomy education. 2025-01-01T00:00:00Z