Members - Salloum, Sara

Salloum, Sara

sara.salloum@gmail.com


Ph.D.:University of Illinois at Urbana-Champaign, Illinois (2006) Major: Science Education/ Secondary Education


Assistant Professor, Adolescent Education/ Science Education, Department of Education, Faculty of Arts and Social Sciences, University of Balamand, Lebanon


Balamand University


Science Education


Salloum, S. & BouJaoude, S. (2017). The use of triadic dialogue in the science classroom: A teacher negotiating conceptual learning with teaching to the test. Research in Science Education.

Salloum, S. (2016). The place of practical wisdom in science education: What can be learned from Aristotelian Ethics and a virtue-based theory of knowledge. Cultural Studies in Science Education, 11, 1-13.

Salloum, S. (2013). Multiple perspectives for the study of teaching: A conceptual framework for characterizing and accessing science teachers’ practical-moral knowledge. In M.S.Khine & I. M. Saleh. Approaches and Strategies in Next Generation Science Learning. Hershey, Pennsylvania: IGI Global.

Dani, D., Salloum, S., Kishfe, R., & BouJaoude, S. (2013). A Tool for Analyzing Science Standards and Curricula for 21st Century Science Education. In M.S.Khine & I. M. Saleh. Approaches and Strategies in Next Generation Science Learning. Hershey, Pennsylvania: IGI Global.

Salloum S. & Abd-El-Khalick, F. (2010). Practical knowledge in teaching: Case studies from physical science classrooms. Journal of Research in Science Teaching, 47, 929-951

Salloum, S., & BouJaoude, S. (2008). Careful! It is H2O: Teachers’ conceptions of chemicals. International Journal of Science Education, 30, 33-64.

BouJaoude, S., Salloum, S., & Abd-El-Khalick, F. (2004). The relationship between students’ learning orientation, formal operational reasoning and mental capacity, and their ability to solve conceptual and algorithmic problems in chemistry. International Journal of Science Education, 26, 63-84.

Salloum, S. Novice urban teachers and practitioner inquiry: Case studies of multi-faceted pedagogical growth. Manuscript in preparation.

Salloum, S. & BouJaoude, S. Manuscript in review

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