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See detailMultimodal Wonderings
Siry, Christina UL; Wilmes, Sara UL

Presentation (2017)

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See detailAutoévaluation des élèves de l'école primaire en mathématiques
Villanyi, Denise UL; Fischbach, Antoine UL; Sonnleitner, Philipp UL et al

Scientific Conference (2016, November)

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See detailExamining children’s agency within participatory structures in primary science investigations
Siry, Christina UL; Haus, Jana Maria; Wilmes, Sara UL

in Learning, Culture, and Social Interaction (2016), 10

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See detailRadical listening and dialogue in educational research
Siry, Christina UL; Brendel, Michelle UL; Frisch, Roger

in International Journal of Critical Pedagogy (2016), 7(3), 119-135

We seek to trouble the construct of radical listening through an interpretive analysis of our work in a collaborative research project with primary school teachers. At the heart of this project is a focus ... [more ▼]

We seek to trouble the construct of radical listening through an interpretive analysis of our work in a collaborative research project with primary school teachers. At the heart of this project is a focus on researching together with the study participants. During two years, we worked with a group of teachers in a “teacher inquiry group”, which sought to shed light on the possibilities of using narrative assessment approaches as an inclusive tool for teaching and learning science. The original goal of the study was to empower teachers to utilize a variety of dialogic assessment tools as tools for learning with their students. Through a guiding focus on radical listening and dialogue, the design of this overall study shifted and changed over time to fit the needs of the different stakeholders, and our focus on narrative assessment approaches also evolved over time. We will use different examples to illustrate the interactions of the teacher inquiry group, and also draw on our own work within our research group to complexify what it means to “listen”, learn from, and “dialogue” with others. [less ▲]

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See detailProblematizing science as a primary school discipline: Learning from contingencies and diversities
Schreiber, Catherina UL; Siry, Christina UL; Reuter, Bob UL et al

Poster (2015, September 03)

This paper puts the idea of a contingent nature of science at its fore, asking what we as researchers can learn from seemingly irreconcilable differences in our approaches and interpretations to past ... [more ▼]

This paper puts the idea of a contingent nature of science at its fore, asking what we as researchers can learn from seemingly irreconcilable differences in our approaches and interpretations to past, present and future developments in science education. To do so, we aim to explore the potentials of multi-perspectivity in an academic self-experiment. The idea is to problematize science as a school discipline from different theoretical, disciplinary and methodological standpoints. By taking one concrete example of a Luxembourgian primary school curriculum document, four researchers will independently apply their individual lenses on science as a school discipline. Concretely, the coverage of the hedgehog as a “characteristic animal” in our primary school curriculum will be commented on in historical, sociocultural and pedagogical perspectives. This concrete curricular example is seemingly defined and non disputable as a content theme in primary school science education in Luxembourg, and is also to be found in international curriculum policy documents. Yet a seemingly proven fact can be interpreted in multiple ways, not only to bridge controversies, as it is done so often, but as exploring the differences in a self-reflective manner. Through such multiple interpretations, we are specifically looking for inconsistencies between the four different narratives, instead of focusing on consensual conclusions or firm and consistent patterns. Instead we will follow a multi-layered approach to research in order to undertake a métissage approach to analyzing a component of the science pedagogical practice, allowing the different understandings on the Luxembourgian science curriculum to remain and complement each other in a complex manner. [less ▲]

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See detail“And? Did we do nice things?”: Children documenting their emerging inquiries in early science learning
Max, Charles UL; Siry, Christina UL; Kracheel, Martin UL

in Milne, Catherine; Tobin, Kenneth (Eds.) Sociocultural studies and implications for science education: the experiential and the virtual (2015)

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See detailNaturwissenschaftlicher Unterricht an der Luxemburger École fondamentale
Andersen, Katja Natalie UL; Siry, Christina UL; Hengesch, Georges

in MENJE (Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse); Université du Luxembourg (Eds.) Bildungsbericht Luxemburg 2015. Analysen und Befunde (Band 2) (2015)

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See detailExploring the complexities of learning to teach: Collaborative methods and participatory structures in teacher education
Siry, Christina UL; Lowell, Nicole

in Tobin, Kenneth; Shady, Ashraf (Eds.) Transforming Urban Education (2014)

In this chapter we focus on a science methods course for pre-service teachers that has been structured to provide a field-based approach to learning how to teach science at the elementary level. Utilizing ... [more ▼]

In this chapter we focus on a science methods course for pre-service teachers that has been structured to provide a field-based approach to learning how to teach science at the elementary level. Utilizing coteaching and cogenerative dialogue (cogen) (Tobin and Roth 2006), this course is built around collaboration and shared classroom experiences, in order to create opportunities for pre-service teachers to engage in teaching science together in the authentic settings of elementary classrooms. [less ▲]

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See detailSharing seeing: Exploring photo-elicitation with children in two different cultural contexts
Siry, Christina UL; Ali-Khan, Carolyne

in Teaching and Teacher Education (2014), 37

This work uses text and photos to explore research into visual methods with children in Pakistan and Luxembourg. Children are typically positioned as unable to participate as actors in the knowledge ... [more ▼]

This work uses text and photos to explore research into visual methods with children in Pakistan and Luxembourg. Children are typically positioned as unable to participate as actors in the knowledge economy. Their insights and voices are seldom heard in educational spaces. Using image-based research the authors solicited the voices of children by encouraging them to speak to adults though multiple mediums. The children in this research responded by creating and analyzing images and communicating to adults across difference in new ways. In addition they were able to use images as a base from which to re-see their worlds. [less ▲]

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See detailPolitical engagement as a child: Rethinking, reseeing and reinvesting youth in political participation
Siry, Christina UL; Ali-Khan, Carolyne; Siry, Dylan

in Tobin, Kenneth; Shady, Ashraf (Eds.) Transforming Urban Education (2014)

This chapter explores political involvement of youth through the perspectives of the third author, Dylan. We reflexively consider Dylan’s involvement in politics to extend his perspectives on political ... [more ▼]

This chapter explores political involvement of youth through the perspectives of the third author, Dylan. We reflexively consider Dylan’s involvement in politics to extend his perspectives on political participation and analyze the ways in which politics impact children, and in turn, how children impact politics. Pushing back on the popular notion that children are not able to be ‘political’ because they are too young, we weave Dylan’s voice throughout a discussion of the role of young people in politics grounded in critical theoretical perspectives. [less ▲]

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See detailFacilitating Reflexivity in Preservice Science Teacher Education Using Video Analysis and Cogenerative Dialogue in Field-Based Methods Courses
Siry, Christina UL; Martin, Sonya N.

in Eurasia Journal of Mathematics, Science & Technology Education (2014), 10(5), 481-508

This paper presents an approach to preservice science teacher education coupling video analysis with dialogue as tools for fostering teachers‟ ability to notice and reflexively interpret events captured ... [more ▼]

This paper presents an approach to preservice science teacher education coupling video analysis with dialogue as tools for fostering teachers‟ ability to notice and reflexively interpret events captured during teaching practicum with the intent of transforming classroom practice. In this approach, video becomes a tool with which teachers connect theory and practice, and through dialogue, develop an appreciation for how one can inform the other. Specifically, we explore the role of cogenerative dialogue in structuring individual reflection and ongoing dialogue that help facilitate reflexivity. In doing so, we elaborate on the construct of reflexivity as a potential foundation for changing practices in the science classroom and we illustrate the ways in which reflexivity and action emerged from dialogic encounters around video analysis. We draw implications about the need for innovative teaching strategies, research initiatives, and changes in science teacher education [less ▲]

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See detailPreparing Preservice Teachers in a PDS Context: Insights into Field-Based Methods Courses
Siry, Christina UL; Ferrara, JoAnne; Lang, Diane

in Ferrara, JoAnne; Nath, Janice L.; Guadarrama, Irma N. (Eds.) Research in Professional Development Schools: Creating visions for university-school partnerships (2014)

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See detailImagining educational spaces of possibility, hope, and joy
Siry, Christina UL

in Kress, M. Tricia; Lake, Robert (Eds.) We saved the best for you: Letters of hope, imagination and wisdom for 21st Century educators. (2013)

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See detailThe collective construction of a science unit: Framing curricula as emergent from Kindergarteners’ wonderings
Siry, Christina UL; Max, Charles UL

in Science Education (2013), 97(6), 878-902

This ethnographic research examines how children enact developing understandings in science through multiple interactions. Grounded in sociocultural theoretical frameworks, we consider learning to be a ... [more ▼]

This ethnographic research examines how children enact developing understandings in science through multiple interactions. Grounded in sociocultural theoretical frameworks, we consider learning to be a social, cultural practice, with understandings as co-constructed between participants through talk and in interactions. With these underpinning frameworks, we have explored water activities in kindergarten and examined how children and teachers collaboratively constructed science investigations to explore questions as they emerged from open-ended activities. The analysis revealed how children's investigations were mediated by their own speculations and explanations. Our primary claim herein is that children's questions, speculations, and insights were used collaboratively by teachers and children, and as such, became a structure in this classroom that supported children in taking agency. In this process, science curricula and working theories on science phenomena were generated. This was facilitated by teachers’ openness to emergent approaches for their science curriculum. Through a discussion of these claims, an emphasis is placed on the value of students being positioned as co-constructors of science curricula. Furthermore, the integral role of the teacher in emergent curricula is introduced and developed as critical for being responsive to students’ interests and insights. [less ▲]

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See detailExploring the complexities of children’s inquiries in science: Knowledge production through participatory practices
Siry, Christina UL

in Research in Science Education (2013), 43(3),

Beginning with the assumption that young children are capable of producing unprecedented knowledges about science phenomena, this paper explores the complexities of children’s inquiries within open-ended ... [more ▼]

Beginning with the assumption that young children are capable of producing unprecedented knowledges about science phenomena, this paper explores the complexities of children’s inquiries within open-ended investigations. I ask two central questions: (1) how can we (teachers, researchers, and children themselves) use and build upon children’s explorations in science in practice? and (2) what pedagogical approaches can position children as experts on their experiences to facilitate children’s sense of ownership in the process of learning science? Six vignettes from a Kindergarten classroom are analyzed to elaborate the central claim of this work, which is that when children are engaged in collaborative open-ended activities, science emerges from their interactions. Open-ended structures allowed for teachers and children to facilitate further investigations collaboratively, and participatory structures mediated children’s representations and explanations of their investigations. Evidence of children’s interactions is used to illustrate the complexities of children’s explorations, and pedagogical approaches that create the spaces for children to create knowledge are highlighted. [less ▲]

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