Sara Salloum
Biographic Data
| ID | 4627892 |
|---|---|
| NAME | Sara Salloum |
| GIVEN NAMES | Sara |
| FAMILY NAME | Salloum |
| SIGNATURE | SALLOUM S |
| AFFILIATIONS | Department of Teacher Education Ohio University Athens Ohio USA |
| ORCID | 0000-0002-2468-2099 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Experiential Learning in Upper Elementary Science Classrooms
Background: Youths’ declining interest and engagement in science due to traditional content-driven curricula and teaching methods remains a concern. Thus, innovative pedagogical approaches and curricula are needed, specifically at upper elementary and middle school, to counter learners’ disengagement and negative attitudes toward science. The purpose of this study was to explore the effect of an experiential learning (EL) curriculum on students’ …
Syrian refugee youths' science learning in a “dialogic” third space
The purpose of this study was to explore translanguaging space as a transformative third space, where alternative and competing discourses are celebrated and where science learning and the development of science's discourse and epistemic practices expand across overlapping boundaries (e.g., home, school, and community). The study focused on Syrian refugee youth adapting to learning science in English in the Lebanese multilingual educational syste…
Intertextuality in science textbooks
A sociocultural perspective considers science textbooks as ‘cultural supportive tools’ with significant cultural missions. By juxtaposing symbolic, mathematical, and visual-graphical text, textbooks present the intertexts deployed by the scientific community to convey conceptual understandings in a way that no one form can. Intertextuality entails two aspects: bridging everyday knowledge with science knowledge, and intertextual links among the di…
Examining the complexities of science education in multilingual contexts
This special issue of the International Journal of Science Education, International Perspectives on Science Education in Multilingual Contexts, emerges from a symposium at the NARST 2016 conference
Syrian refugee youths' science learning in a “dialogic” third space
The purpose of this study was to explore translanguaging space as a transformative third space, where alternative and competing discourses are celebrated and where science learning and the development of science's discourse and epistemic practices expand across overlapping boundaries (e.g., home, school, and community). The study focused on Syrian refugee youth adapting to learning science in English in the Lebanese multilingual educational syste…
Examining the complexities of science education in multilingual contexts
This special issue of the International Journal of Science Education, International Perspectives on Science Education in Multilingual Contexts, emerges from a symposium at the NARST 2016 conference
Intertextuality in science textbooks
A sociocultural perspective considers science textbooks as ‘cultural supportive tools’ with significant cultural missions. By juxtaposing symbolic, mathematical, and visual-graphical text, textbooks present the intertexts deployed by the scientific community to convey conceptual understandings in a way that no one form can. Intertextuality entails two aspects: bridging everyday knowledge with science knowledge, and intertextual links among the di…
Experiential Learning in Upper Elementary Science Classrooms
Background: Youths’ declining interest and engagement in science due to traditional content-driven curricula and teaching methods remains a concern. Thus, innovative pedagogical approaches and curricula are needed, specifically at upper elementary and middle school, to counter learners’ disengagement and negative attitudes toward science. The purpose of this study was to explore the effect of an experiential learning (EL) curriculum on students’ …
Syrian refugee youths' science learning in a “dialogic” third space
The purpose of this study was to explore translanguaging space as a transformative third space, where alternative and competing discourses are celebrated and where science learning and the development of science's discourse and epistemic practices expand across overlapping boundaries (e.g., home, school, and community). The study focused on Syrian refugee youth adapting to learning science in English in the Lebanese multilingual educational syste…
Psychology (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Science education (3 works) · Sociology (3 works) · EFL/ESL Teaching and Learning (2 works) · Linguistics (2 works) · Second Language Learning and Teaching (2 works) · Social science (2 works) · Affordance (1 work)