Current Teaching Methods in STEM Departments -- A Road Map for Fundamental University Educational Reform: Evidence from Lebanon

Autor/inn/en	Sabat, Mira; Abdel-Massih, Roula M.; Kanaan, Amjad; Salloum, Sara; Serhan, Mireille; Fares, Roula; Haddad, Nicolas; Melki, Antoine
Titel	Current Teaching Methods in STEM Departments -- A Road Map for Fundamental University Educational Reform: Evidence from Lebanon
Quelle	In: Journal of Applied Research in Higher Education, 14 (2022) 1, S.41-58 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abdel-Massih, Roula M.) ORCID (Kanaan, Amjad) ORCID (Serhan, Mireille)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-09-2020-0307
Schlagwörter	STEM Education; Teaching Methods; Active Learning; Foreign Countries; College Faculty; Private Colleges; Science Instruction; Advisory Committees; Measures (Individuals); Teacher Attitudes; Educational Change; Lebanon + Suchen Sie Ihr Suchwort? STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Ausland; Fakultät; Privathochschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beratungsstelle; Messdaten; Lehrerverhalten; Bildungsreform; Libanon
Abstract	Purpose: The purpose of this paper is to: (1) explore existing practices of STEM faculty at a private Lebanese university and (2) assess the extent of implementation of active learning among faculty members of selected STEM departments. Design/methodology/approach: The Working Group on "Integrating Modern Scientific teaching methodologies in STEM" (IM-STEM) at a tertiary university in Lebanon advocates for novel research-based methods to enhance STEM education. This pilot study investigated, using a modified version of the Wieman and Gilbert "Teaching Practices Inventory", the current teaching methods used by faculty members in selected STEM departments. Findings: Remarkably, most respondents admit a willingness to incorporate new teaching methods. Main findings indicate that traditional teaching via didactic lecturing remains prevalent in the STEM classrooms at the tertiary academic institution in Lebanon despite sporadic individual efforts by faculty members to utilize unconventional methods and active learning. Research limitations/implications: One major limitation that influenced the efficiency of this study is the small number of respondents (71 faculty members). More in-depth data collection combining quantitative and qualitative data should be done in future studies. Practical implications: Gaining insight into the actual methods used in STEM fields in various departments can help the university management to better understand the key importance of educational reform. Originality/value: The main value of this paper is to serve as a prelude for educational reform at a tertiary academic institution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01