Dr Saima Salehjee

Lecturer

Education

Personal statement

Saima Salehjee is a Lecturer in the Department of Education, Strathclyde University. She is responsible for teaching and research work with particular emphasis on STEM education. Saima's research focuses on science literacy, public understanding of science, science identity and identity transformations over a lifespan of individuals from a different ethnic, religious and sexual backgrounds. She has received research funding from The Royal Society of Chemistry to continue her research with children on the provision of science literacy using stories as a Nudge in science teaching and learning practices. In addition, she has received funding from the Skills Development Scotland to develop science teacher-researchers in Further Education.

She was granted travel grants from Canberra University Australia and British Council, she was nominated for the Brunel Doctoral Research Prize in 2017 and received the Grace Peeling Memorial Prize for her MA in Educational Management in 2011. She is a Fellow of the Higher Education Academy (FHEA), an Associate Member of Royal Society of Chemistry (AMRSC) and a treasurer of The Chemical Education Research Group (CERG).

Saima is a passionate science lecturer, motivating her student teachers to implement science interventions in schools and to research the impact of these interventions. Her aim is to inspire more primary and secondary school students to progress into STEM education and careers as future scientists. Her 2020 books include:

Salehjee, S. & Watts, D.M. (2020) Becoming Scientific: Developing Science Across the Life-course. Cambridge: Cambridge Scholars Publishing. https://www.cambridgescholars.com/becoming-scientific

Salehjee, S. (2020) Mentoring Science Teachers in the Secondary School: A Practical Guide. London: Routledge.https://www.routledge.com/Mentoring-Science-Teachers-in-the-Secondary-School-A-Practical-Guide/Salehjee/p/book/9780367023126

She has currently six PhD students at various stages of their work.

Publications

Supporting beginning teachers with lesson planning
Bates Gareth, Littler Ralph, Findlay Morag, Salehjee Saima
Mentoring Science Teachers in the Secondary School- A Practical Guide (2020) (2020)
Mentoring Science Teachers in the Secondary School : A Practical Guide
Salehjee Saima
(2020)
Supporting beginning science teachers to teach and evaluate their lessons
Findlay Morag, Salehjee Saima, Nikou Stavros A
Mentoring Science Teachers in the Secondary School A Practical Guide (2020) (2020)
Becoming Scientific : Developing Science across the Life-Course
Salehjee Saima, Watts Mike
(2020)
'Nudge Psychology' and Workplace Research Engagement
Firth Jonathan William, Salehjee Saima
(2020)
Pre-lesson discussion, lesson observation and post-lesson discussions in mentoring beginning science teachers
Findlay Morag, Salehjee Saima
Mentoring Science Teachers in the Secondary School A Practical Guide (2020) (2020)

More publications

Professional activities

International Evaluator - PhD studies. University of Gujrat in affiliation with Higher Education Commission Pakistan.
External Examiner
1/12/2020
British Education Research Association (BERA) Early Career Researcher Symposium.
Chair
29/11/2019
British Education Research Association (2019)
Chair
11/9/2019
British Education Research Association (2019)
Participant
11/9/2019
Sheila Qureshi
Host
2/2019
Education (Organisational unit)
Member
2019

More professional activities

Projects

Diversity in Science towards Social Inclusion
Essex, Jane (Principal Investigator) Ross, Kirsty (Co-investigator) Salehjee, Saima (Co-investigator)
15-Jan-2020 - 14-Jan-2023
‘Nudge psychology to boost trainees’ engagement with research evidence: a workplace toolkit’
Salehjee, Saima (Principal Investigator) Firth, Jonathan William (Principal Investigator)
In Scotland, there is an emphasis on the use of critical thinking by practitioners in multiple fields, in order to build a skilled workforce for the future. Along these lines, the professional trainers, training teachers, nurses, engineers, economists etc, are often advised by their training providers and Higher Education institutes to engage with evidence-based practices (D'Andrea & Gosling, 2003). However, new professionals may feel that research evidence is irrelevant, time consuming and additional responsibility, and prefer to work on the basis of intuition. Therefore, the broad aim of our project is to encourage critical thinking and self-reflection among trainees via engagement with evidence. To do so, we aim to introduce ‘nudge psychology’ - which suggests that a ‘nudge’ – i.e. a simple and subtle encouragement – can be more effective in modifying behaviour than a reward or punishment. Just as some products, such as mobile phones, are intuitive to use, so nudges aim to ensure that people are not put off from working towards their goals, and are instead motivated to persist (Sunstein, 2014). In essence, a nudge is a small change to facilitate a behaviour, for example, by making it easier, more attractive, more desirable, or more memorable. Workers can be nudged towards particular choices and behaviour if they are accessible, attractive and memorable, or they could be nudged away from such choices and behaviour. This study will focus on these processes by identifying relevant nudges using the research literature, and by interviewing those who work training teachers, engineers, careers advisors, and other professionals, in order to find out which nudges would be most relevant to their trainees. We then intend to develop a nudge psychology toolkit for use in a range of workplace settings.
10-Jan-2019 - 10-Jan-2020
Nudges into science education: a study of science education interventions
Salehjee, Saima (Principal Investigator)
25-Jan-2018 - 31-Jan-2020

More projects