Heba EL-Deghaidy

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• PhD
• Professor at American University in Cairo

This chapter investigates the impact of culture and religion on the experiences of Muslim women students and professionals in STEM. By adopting an intersectional lens, the chapter attempts to unravel the complex relationship between religion and gender equity in STEM, the current state of gender representation in STEM, their identity and the subseq...

STEM education plays a key role in influencing and orienting students’ interests towards STEM fields and careers. This influence is multifaceted, involving not only STEM content and experiences but also teachers, schools, and personal factors. The purpose of this study is to explore the factors impacting the academic performance of 951 tenth grade...

This chapter investigates the status of one of the online programs at a not-for-profit university in Egypt offering professional development diplomas to school teachers and leaders. The program focuses on a STEAM online modality track. To explore the program, both graduates and instructors teaching in the online modality program were part of this r...

The chapter focuses on how STEM/STEAM education is framed in the Egyptian context. A professional educator diploma (PED) program offered at a not-for-profit higher education institution for teachers’ professional development (PD) directed at existing teachers and professional creation (PC) directed at prospective teachers for both to work at STEM s...

This mixed-methods study explores teachers, principals, and supervisors' personal experiences with and perspectives on the features of Discovery Education professional development (PD) programs as a transformative PD (TPD) model, which is implemented as a key component of current educational reforms in Egypt. Constructivist principles, the theory o...

Understandings of the nature of scientific inquiry (NO) is included in science education reform documents around theworld. However, little is known about what students have learnedabout NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents...

Like most education systems all over the world, Egypt’s schools and universities turned to online teaching at the end of March 2020, after face-to-face classes had been brought to a halt by the outbreak of the COVID-19 pandemic. While few teachers were prepared for delivering their lessons online and for dealing with the stress and anxiety of the s...

Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up interna...

This chapter presents contributions from graduate and undergraduate students enrolled in a course offered by a school of education at a non-profit private higher education institution in Northern Africa, namely Egypt. The author of this chapter developed and offered a course on education for sustainable development that aims to develop students’ so...

Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what stu- dents have learned about inquiry during their elementary school years. This is partially due to the lack of any assess- ment instrument to measure understandings about...

Bloomsbury Education and Childhood Studies

This study explores science teachers' views regarding Science, Technology, Engineering and Mathematics (STEM) pedagogy and its interdisciplinary nature. It also seeks to identify teachers' views on the contextual factors that facilitate and hinder such pedagogy in their schools. Qualitative methodologies were used through focus group discussions an...

This chapter presents the case of science education in Egypt within the context of Science, Technology, Engineering and Mathematics (STEM) and Science, Technology, Engineering, Arts and Mathematics (STEAM) education. Although Egypt is one of the Arab countries that shares with its neighbours social and cultural values, language and historical incid...

Science teachers are faced globally with many challenges to cope with the demands needed for the 21st century. Curricula and teacher education programs need to be receptive of such demand. With learning framed in constructivist and socio-constructivist theories, teacher education programs, both pre-service and in-service, have a pressing demand to...

The aim of this paper is to review and highlight some recent efforts to reform science education. The focus is to present science education in ways that are meaningful and reflective of the needs and interests of learners and their societies. Two main initiatives are presented that have picked up momentum and both emphasise interdisciplinary learni...

The purpose of this study is to present the experience students at the Graduate School of Education went through while enrolled in an elective course as part of their MA programme. The course was on Sustainability and STEAM education. It aimed at developing students’ deeper understanding of education for sustainable development (ESD) as a societal...

This paper explores science teachers' experiences, views, and preferences of what constitutes effective teacher professional development. The research method utilised both quantitative and qualitative analyses. The former was used with responses from closed-ended questions while responses to an open-ended question were analysed qualitatively. The q...

ABSTRACT. This study presents a typology of continuing professional development (CPD) activities and provides a discussion related to each. The typology includes 2 main themes, which investigate the various types of activities and the content presented in CPD programmes. The study used qualitative methods (open-ended questionnaires in addition to s...

In order to promote STEM (Science, Technology, Engineering, and Mathematics) education through developing a professional development model, this study seeks to identify science teachers' perceptions regarding STEM education and its interdisciplinary nature, and to identify the factors that facilitate and hinder such a form of instruction in their s...

In the current research study the use of Wikis as an online didactic tool to apply project-based learning in higher education was reported. The study was conducted in university teacher education programmes. During the online activities, participants developed interdisciplinary projects for the primary school working collaboratively in small groups...

The aim of this study was to investigate science teachers' views of continuing professional development (CPD) provision in Saudi Arabia and science teachers' perspectives of the CPD contextual issues that have an impact on putting the learning emerging from the CPD programmes into practice. The study used mixed methods (open-ended questionnaires an...

Throughout the various nations, there is growing support for Science, Technology, Engineering, and Mathematics (STEM) education in terms of its positive impact whether on students or even on the nation. In the United States for example, there is concern that the country is not preparing a sufficient number of students, teachers, and professionals i...

One of the main goals of STEM education is to prepare students to be proficient workers, capable of dealing with the demands of a science-based workforce, and continue the research and development that is central to the economic growth of the country. Undoubtedly, for a STEM student to be a proficient worker, achieve the requirements of the 21st ce...

The current study reports on the use of Wiki as an online didactic tool to develop knowledge management (KM) processes in higher education. This study integrates social constructivist principles to learning where learners are pro-active and collaborative through higher order cognitive processes. The study was administered in two countries, namely E...

This study reports on Egyptian science teachers’ experiences in collective action research projects with a focus on education for sustainable development (ESD). Science teachers were enrolled in a study course “Teaching Strategies” that had been revised with a focus on sustainability. The course was introduced in the spring semester of the academic...

This chapter describes a study conducted in higher education in the Egyptian context. A blended e-learning cooperative approach (BeLCA) was utilised with pre-service teachers (PSTs) in a science teaching methodology course. The chapter introduces a literature review on blended e-learning, cooperativeness, in addition to an approach that combines th...

This paper describes the results and implications of a study into the effectiveness of a blended e-learning cooperative approach (BeLCA) on Pre-Service Teacher’s (PST) achievement, attitudes towards e-learning and cooperativeness. Quantitative and qualitative methodologies were used with participants of the study. Twenty-six science PSTs, enrolled...

This study investigated the possible impact of a science teaching methods course on pre-service teachers’ self-efficacy and perceptions of self as science teachers. The study also investigated the probable relationship­ between these two variables, which both measure issues related to the expected behaviour teachers adopt when teaching science. Par...