Patton Hall 309Z
Dr. Sara Salloum holds a B.Sc. in Chemistry from the Lebanese American University and an M.A in Science Education from the American University of Beirut. She completed her Ph.D. in Science Education at the University of Illinois at Urbana-Champaign. Her research interests are science education in multilingual settings, teachers’ development, and pedagogical growth towards equitable and responsive education of diverse students.
Salloum is an active member of the National Association for Research in Science Teaching (NARST). She is currently a member and secretary of the Ethics and Equity Committee. She teaches science education methods courses and other undergraduate and graduate courses curriculum and instruction.
Most Recent Publications
Salloum, S., Zgheib, G., Abdul Ghaffar, & M., Nader, M. (In press). Flipping the classroom unconventionally: Blending synchronous and asynchronous online activities using the 5E Instructional Model. The American Biology Teacher.
Salloum S. (2021). Contradictions confronting hybrid spaces for Translanguaging in the Lebanese context: A CHAT perspective. In Jakobsson A., Nygård Larsson P., Karlsson A. (eds.), Translanguaging in Science Education. Sociocultural Explorations of Science Education, vol 27. Springer. https://doi.org/10.1007/978-3-030-82973-5_10
Salloum, S. (2021). Intertextuality in science textbooks: Implications for diverse students’ learning. International Journal of Science Education, 43(17), 2814-2842. DOI: 10.1080/09500693.2021.1992530
BouJaoude, S., Ambusaidi, A., & Salloum, S. (2021). Teaching nature of science with culture in mind: The case of Arab countries. In M. Atwater (Ed.), International Handbook of Research on Multicultural Science Education. Springer. DOI: 10.1007/978-3-030-37743-4_17-2
Salloum, S., & BouJaoude, S. (2021). Understanding interactions in multilingual science classrooms through Cultural-Historical Activity Theory (CHAT): What do contradictions tell us? International Journal of Science and Mathematics Education. 19(7), 1333-1355.
Salloum, S., & BouJaoude, S. (2020). Language in teaching and learning science in diverse Lebanese multilingual classrooms: Interactions and perspectives. International Journal of Science Education, 42(14), 2331-2363. DOI: 10.1080/09500693.2019.1648909
Salloum, S., Siry, C., & Espinet, M. (2020). Examining the complexities of science education in multilingual contexts: Highlighting international perspectives [Editorial]. International Journal of Science Education, 42(14), 2285-2289.
Sabat, M., Abdel-Massih, R., Kanaan, A., Salloum, S., Serhan, M., Fares, R., Haddad, N., & Melki, A. (2020). Current teaching methods in STEM departments – A road map for fundamental University educational reform: Evidence from Lebanon. Journal of Applied Research in Higher Education. Advance online publication. DOI 10.1108/JARHE-09-2020-0307
Abdul Ghaffar, M., Khairallah, M., & Salloum, S. (2020). Co-constructed rubrics and assessment for learning: The impact on middle school students’ attitudes and writing skills. Assessing Writing. Advance online publication.
Al Ojaimi, M., Khairallah, M., Younes, R., Salloum, S. & Zgheib, G. (2020). National Board of Medical Examiners and curriculum change: What do scores tell us? A case study at the University of Balamand medical school. Journal of Medical Education and Curricular Development.
Salloum, S. & BouJaoude, S. (2019). The use of triadic dialogue in the science classroom: A teacher negotiating conceptual learning with teaching to the test. Research in Science Education, 49, 829–857. DOI: 10.1007/s11165-017-9640-4
Salloum, S., & BouJaoude, S. (2018). Contradictions and congruence in multi-lingual science classrooms: An activity system perspective. In Finlayson, O.E., McLoughlin, E., Erduran, S., & Childs, P. (Eds.), Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education, Part 12/12 (co-ed. H. Tolstrup Holmegaard & M. Enghag), (pp.1592-1603). Dublin, Ireland: Dublin City University. ISBN 978-1-873769-84-3.
Salloum, S. (2017). 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, 12, 355–367. DOI 10.1007/s11422-015-9710-8