الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 43
This article systematically reviews the pedagogical approaches adopted in high school chemistry
education with the aim of highlighting the most effective evidence-based instructional practices
reported in the literature. For this, a meta-analysis of 35 pedagogical approaches is analyzed, and
their effect sizes (Cohen’s d) are compared in terms of students’ learning performance. In
comparison to the traditional teaching approach, the data confirmed the effectiveness of using
various teaching strategies in chemistry education toward student accomplishment. The results
indicate that, in general, deploying chemistry education practices in secondary education improves
student learning compared to control settings (d = 1.06). Furthermore, this impact is considerably
stronger when the problem-based learning approach (d = 3.35) is adopted. Therefore, according to
the meta-analytical evaluation, embracing various learning paths through creative teaching
promotes academic achievement. In terms of instructional quality, the findings provide a
comprehensive picture of recent educational practices in chemistry instruction, which will serve as
the foundation for future educational changes.
(12) Sellami, A., Ammar, M., & Ahmad, Z. (2022). Exploring teachers’ perceptions of the
barriers to teaching STEM in high schools in Qatar. Sustainability, 14(22), 15192.
https://doi.org/10.3390/ su142215192
Understanding teachers’ attitudes and perceptions of STEM teaching is a key pathway to enhance
effective STEM teaching. Inarguably, teachers are the cornerstone of educational quality and play
a central role in students’ academic performance. Specifically, the pedagogical strategies teachers
employ and their effective use in the classroom are strong determinants of students’ enrollment or
retention in STEM fields of study and eventual careers. This study sought to explore the
experiences
of high school STEM teachers in Qatar, focusing on the pedagogical approaches they utilize and
the challenges they encounter, with the aim of delving into how these approaches and barriers affect
the teaching of STEM in the country’s high schools. The study’s design is observational, with data
collected using a survey of 299 secondary high school STEM teachers (11th and 12th grades). To
attain the goal of this study, we examined the barriers perceived to impede engagement in effective
STEM teaching from high school teachers’ perspective. The study’s findings pointed to the
influence of student- and school-related factors in shaping STEM teaching. Significant differences
were detected based on teachers’ gender, grade level of teaching, age group, and university
education. Logistic regressions revealed that teachers’ demographic attributes, including age group
and university education, affect their likelihood to use STEM pedagogies in class. This likelihood
was significantly affected by student-related barriers and the learning resources/materials employed
in classrooms. These findings postulate critical evidence in directing the development of successful
STEM learning practices within Qatar’s high schools.
(13) Sellami, A., El-Kassem, R., Santhosh, M.E., Al-Thani, M.F., & Al-Emadi, N.A. (2023).
Understanding the relationship between students’ perception of environmental and psychological
variables and their STEM learning in Qatar: A structural equation modeling approach. European
Journal of STEM Education, 8(1). https://doi.org/10.20897/ejsteme/13976
This research sought to investigate the relationship between students’ perceptions of various
environmental and psychological factors and their STEM learning. The study incorporated
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
