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Teaching in Higher Education
Critical Perspectives
Volume 24, 2019 - Issue 8
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Articles

Learning to teach STEM disciplines in higher education: a critical review of the literature

Christine WinbergProfessional Education Research Institute, Cape Peninsula University of Technology, Bellville, South AfricaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-6234-7358View further author information
ORCID Icon,
Hanelie AdendorffFaculty of Science, Stellenbosch University, Stellenbosch, South AfricaView further author information
,
Vivienne BozalekTeaching and Learning Directorate, University of the Western Cape, Cape Town, South AfricaORCID Iconhttps://orcid.org/0000-0002-3212-1910View further author information
ORCID Icon,
Honjiswa ConanaFaculty of Science, University of the Western Cape, Cape Town, South AfricaView further author information
,
Nicola PallittCentre for Higher Education Development, University of Cape Town, Cape Town, South AfricaView further author information
,
Karin WolffProfessional Education Research Institute, Cape Peninsula University of Technology, Bellville, South AfricaView further author information
,
Thomas OlssonEngineering Faculty, Lund University, Lund, SwedenView further author information
&
Torgny RoxåAcademic Development Unit, Lund University, Lund, SwedenView further author information
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Pages 930-947 | Received 30 Dec 2017, Accepted 26 Aug 2018, Published online: 04 Sep 2018

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Rita Li, Andreas Lund & Anita Nordsteien. (2023) The link between flipped and active learning: a scoping review. Teaching in Higher Education 28:8, pages 1993-2027.
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Vesife Hatisaru, Andrew Seen & Sharon Fraser. (2023) Perceptions of Teaching and Learning of STEM Revealed in University Academics’ Drawings. Journal of College Science Teaching 52:6, pages 68-75.
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Mayke W. C. Vereijken & Roeland M. van der Rijst. (2023) Subject matter pedagogy in university teaching: how lecturers use relations between theory and practice. Teaching in Higher Education 28:4, pages 880-893.
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Jingrong Xie & Yuna Ferguson. (2022) STEM faculty’s perspectives on adopting culturally responsive pedagogy. Teaching in Higher Education 0:0, pages 1-19.
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Jian-Wen Fang, Li-Yuan He, Gwo-Jen Hwang, Xiu-Wei Zhu, Chu-Nu Bian & Qing-Ke Fu. (2022) A concept mapping-based self-regulated learning approach to promoting students’ learning achievement and self-regulation in STEM activities. Interactive Learning Environments 0:0, pages 1-23.
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Billy Wong, Reham ElMorally & Meggie Copsey-Blake. (2021) ‘Fair and square’: what do students think about the ethnicity degree awarding gap?. Journal of Further and Higher Education 45:8, pages 1147-1161.
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Deesha Chadha. (2021) Continual professional development for science lecturers: using professional capital to explore lessons for academic development. Professional Development in Education 0:0, pages 1-16.
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Billy Wong & Meggie Copsey-Blake. (2022) Pragmatic, Persistent, and Precarious: The Pathways of Three Minority Ethnic Women in STEM Higher Education. International Journal of Science and Mathematics Education 21:7, pages 2123-2142.
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Alejandro Almonacid-Fierro, Sergio Sepúlveda-Vallejos, Karla Valdebenito, Noelva Montoya-Grisales & Mirko Aguilar-Valdés*. (2023) Analysis of Pedagogical Content Knowledge in Science Teacher Education: A Systematic Review 2011-2021. International Journal of Educational Methodology 9:3, pages 525-534.
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Pablo Fernández-Arias, Álvaro Antón-Sancho, Amelia Barrientos-Fernández & Diego Vergara-Rodríguez. (2023) Soft Skills of Latin American Engineering Professors: Gender Gap. IEEE Transactions on Education 66:3, pages 211-217.
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Andrew John Hughes, Tyler S. Love & Kristine Dill. (2023) Characterizing Highly Effective Technology and Engineering Educators. Education Sciences 13:6, pages 560.
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Faezeh Rezvanifard, Farzad Radmehr & Michael Drake. (2023) Perceptions of Lecturers and Engineering Students of Sophism and Paradox: The Case of Differential Equations. Education Sciences 13:4, pages 354.
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Iouliia Skliarova, Inês Meireles, Tatiana Tchemisova, Isabel Cação & Natália Martins. (2023) Teachers’ Appreciation of Benefits and Shortcomings of Online and Blended Higher STEM Education. Education Sciences 13:4, pages 338.
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Natasa Brouwer, Gunther Fleerackers, Iwona Maciejowska, Claire McDonnell & Mauro Mocerino. (2022) The impact of a professional development MOOC on the teaching beliefs of University Science Laboratory Teachers. Chemistry Teacher International 4:4, pages 355-376.
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Karin Wolff, Amaris Dalton, Deborah Blaine, Celeste Viljoen & Anton Basson. (2022) Engineering Education in the Global North and South: A Comparative Thematic Analysis. Engineering Education in the Global North and South: A Comparative Thematic Analysis.
Vesife Hatisaru. (2022) The knowledge produced through student drawings. Frontiers in Psychology 13.
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Malissa Maria Mahmud & Shiau Foong Wong. (2022) Digital age: The importance of 21st century skills among the undergraduates. Frontiers in Education 7.
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A. I. Chuchalin. (2022) University Training of STEM-IT Professionals to Innovation Activity in 3D-Teams. Vysshee Obrazovanie v Rossii = Higher Education in Russia 31:8-9, pages 79-96.
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Clément Crastes & Laurence Maurines. (2022) Enseigner l’écoulement interne d’un fluide en France et aux États-Unis : modèles et contextes au travers des pratiques déclarées d’enseignants du supérieurUndergraduate teaching of an intern fluid flow in France and in the USA: models and contexts through reported practices of teachers. RDST:24, pages 59-85.
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Sonia Salvo-Garrido, Johanna Sagner-Tapia, Mónica Bravo-Sanzana & Camila Torralbo. (2022) Profiles of Good Teaching Practices in STEM Disciplines: An Analysis of Mixed Methods of Academic and Assessment Variables of Teaching in the First Cycle of Civil Engineering. Frontiers in Education 7.
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Sdenka Zobeida Salas-Pilco. (2022) The Impact of COVID-19 on Latin American STEM Higher Education: A Systematic Review. The Impact of COVID-19 on Latin American STEM Higher Education: A Systematic Review.
A. V. Zamyatin & A. I. Chuchalin. (2022) Fundamental Approach to University Education and Training of IT Professionals. Vysshee Obrazovanie v Rossii = Higher Education in Russia 31:2, pages 119-134.
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Karin Wolff, Deborah Blaine & Carmen Lewis. (2021) A cumulative learning approach to developing scholarship of teaching and learning in an engineering community of practice. A cumulative learning approach to developing scholarship of teaching and learning in an engineering community of practice.
Rea Lavi, Marina Tal & Yehudit Judy Dori. (2021) Perceptions of STEM alumni and students on developing 21st century skills through methods of teaching and learning. Studies in Educational Evaluation 70, pages 101002.
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Alexander Chuchalin & Alexander Zamyatin. (2021) Educating & Training STEM IT Professionals Based on the CDIO Standards Evolution. Educating & Training STEM IT Professionals Based on the CDIO Standards Evolution.
Breanna N. Harris, Pumtiwitt C. McCarthy, April M. Wright, Heidi Schutz, Kate S. Boersma, Stephanie L. Shepherd, Lathiena A. Manning, Jessica L. Malisch & Roni M. Ellington. (2020) From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond. Ecology and Evolution 10:22, pages 12581-12612.
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Jutshi Agarwal, Gregory Bucks & Teri J. Murphy. (2020) A Literature Synthesis of Professional Development Programs Providing Pedagogical Training to STEM Graduate Students. A Literature Synthesis of Professional Development Programs Providing Pedagogical Training to STEM Graduate Students.
Jennifer E. Weaver. (2020) The Short Course as a Model for Teaching STEM Graduate Student Instructors About Course Design. New Directions for Teaching and Learning 2020:163, pages 99-106.
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Brian A. Provencher, Jimmy Franco, Anthony L. Fernandez, Stephen Theberge & Brenda Zwickau. (2020) Implementation of a 1–2–1 Curriculum and Its Effect on Organic Chemistry I. Journal of Chemical Education 97:5, pages 1303-1309.
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Sam Zaza, Kristie Abston, Murat Arik, Patrick Geho & Victor Sanchez. (2020) What CEOs Have to Say: Insights on the STEM Workforce. American Business Review 23:1, pages 136-155.
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