References of "Siry, Christina 50003105"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailGlobalization and science education
Bencze, Lawrence, J.; Carter, Lyn; Chiu, Mei-Hung et al

in COSMOS (2013), 8(2), 139-152

Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from ... [more ▼]

Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from countries in which English is the native language or at least a major working language. Second, the significance of rethinking the currently predominating variants of science instruction from the perspectives of economic and cultural globalization is given major attention. On the one hand, it is argued that processes concerning globalization of science education as a research domain need to take into account the richness of the different cultures of science education around the world. At the same time, it is essential to develop ways of science instruction that make students aware of the various advantages, challenges and problems of international economic and cultural globalization. [less ▲]

Detailed reference viewed: 61 (3 UL)
Full Text
Peer Reviewed
See detailMultivoiced research with children: Exploring methodological issues in children's documentation of school projects
Siry, Christina UL; Mick, Carola UL

in Kress, Tricia M.; Curry Stephenson, Malott; Porfilio, Brad J. (Eds.) Challenging Status Quo Retrenchment: New Directions in Critical Research (2013)

In educational sciences, the gathering of video diaries as a form of "student standpoint research" has become increasingly important, and critical developments in educational ethnography support ... [more ▼]

In educational sciences, the gathering of video diaries as a form of "student standpoint research" has become increasingly important, and critical developments in educational ethnography support participatory frameworks of ethnographic research projects. Legitimizing research subjects' voices through their own data collection corresponds to ethical demands of democratic, dialogical, multivoiced research. In this chapter, we combine perspectives from two different research projects in primary schools in Luxembourg to shed light on the methodological and practical underpinnings of collectively gathered audio-visual ethnographic data. Drawing on video data collected by children in schools, we consider ways in which children’s documentation of their school experiences allows for dynamic approaches to space, context, time, reality and identity. As we analyze the coherence between this kind of multiperspectival data and the demands of ethnographic research we seek to demonstrate the extents to which such methods allow for an interpretation of institutionally embedded, highly performative and individualised data authored by the children themselves. [less ▲]

Detailed reference viewed: 53 (2 UL)
Full Text
See detail“I didn’t know water could be so messy”: Coteaching in elementary teacher education and the production of identity for a new teacher of science
Siry, Christina UL; Lara, Johaira

in Cultural Studies of Science Education (2012), 7(1), 1-30

Through the examination of the experiences of a pre-service teacher participating in a field-based science methods course, we make evident the ways in which a combination of collaborative teaching ... [more ▼]

Through the examination of the experiences of a pre-service teacher participating in a field-based science methods course, we make evident the ways in which a combination of collaborative teaching experiences and reflexive dialogues allowed for the evolution and transformation of her identity. This teacher is Johaira Lara, the second author of this paper, and we have engaged in a cowriting approach that has created layers of writings over time, with the focus of providing evidence of her changing perceptions and understandings of teaching and learning science. We describe the ways coteaching and cogenerative dialogues provided the opportunity for Johaira to examine and reconsider her views on science teaching, and mediated the production and transformation of her identity. We offer an evolving analysis of her identity transformation related to specific aspects of the course that were pivotal for her emergence as an elementary teacher of science. [less ▲]

Detailed reference viewed: 90 (8 UL)
Full Text
Peer Reviewed
See detail‘Doing science’ through discourse-in-interaction: Young children’s science investigations at the early childhood level.
Siry, Christina UL; Ziegler, Gudrun UL; Max, Charles UL

in Science Education (2012), 96(2), 311-326

This research investigates the interconnectedness of scientific inquiring at the early childhood level, as we explore the discourse-in-interaction processes occurring within small inquiry groups of 5- and ... [more ▼]

This research investigates the interconnectedness of scientific inquiring at the early childhood level, as we explore the discourse-in-interaction processes occurring within small inquiry groups of 5- and 6-year-old children. The rationale behind this research is to explore the nature of science-related discourse, and to that end, this work focuses on student-to-student interactions as they collaboratively investigate water. As we document the nature of children's ways of explaining, imagining, and representing the properties of water, we demonstrate the constructions of understandings as displayed and emergent from these interactions. The study has generated outcomes about the discursive ways of young children's enacting of knowledge about science, as the analysis reveals that by positioning scientific inquiry as a fluid process children were able to enact science collaboratively and through multimodal means. As such, the study reveals a wide range of indicators to children's understandings about water and to the processes in which students worked together to construct science within discourse-in-interaction [less ▲]

Detailed reference viewed: 143 (5 UL)
Full Text
See detailAn analysis of the utilization of video-based media in science teacher education
Martin, Sonya, N.; Siry, Christina UL

in Fraser, B; Tobin, K; Campbell, C (Eds.) International handbook of science teaching and learning (2012)

In this chapter, we examine trends involving video usage in science teacher education and science education research. We tracing some developments in video technologies and explore examples of the ways in ... [more ▼]

In this chapter, we examine trends involving video usage in science teacher education and science education research. We tracing some developments in video technologies and explore examples of the ways in which video/multimedia have been utilized in the education of science teachers. We conclude the review by summarizing our findings, and then offer implications for future research on the utilization of video and multimedia technologies in the preparation and professional development of science teachers. Specifically we raise questions and considerations for future research as it relates to science teacher education and research in science education. [less ▲]

Detailed reference viewed: 68 (3 UL)
Full Text
Peer Reviewed
See detailChildren explain the rainbow: Using young children’s ideas to guide science curricula
Siry, Christina UL; Kremer, Isabelle

in The Journal of Science Education and Technology (2011), 20(5), 643-655

This study examines young children’s ideas about natural science phenomena and explores possibilities in starting investigations in kindergarten from their ideas. Given the possibilities inherent in how ... [more ▼]

This study examines young children’s ideas about natural science phenomena and explores possibilities in starting investigations in kindergarten from their ideas. Given the possibilities inherent in how young children make sense of their experiences, we believe it is critical to take children’s perspectives into consideration when designing any activities, and ideally, to design activities from their perspectives and understandings. Specifically, this research focuses on 5- and 6-year old children’s explanations of rainbows, and there are three main findings. First, our analysis demonstrates that opportunities to discuss their ideas revealed children’s different perceptions of the phenomena of rainbows. Secondly, this research emphasizes that peer-to-peer interaction in the co-construction of science concepts provided support to the children to learn from, and with, each other. Third, children’s initial explanations provided the teacher-researcher (second author) with a starting point to scaffold her teaching from. Although rainbows are quite an abstract topic to try to reproduce in the classroom, the children demonstrated their often sophisticated understandings of natural science phenomena, as well as their creative ideas as related to rainbows. In order to foster an appreciation of themes in natural science, it is crucial to build from what children already know and can do, and to use these emergent theories and considerations in designing curriculum. Thus, we draw implications for the importance of teaching science at the early childhood level and for using children’s ideas as starting points in planning instruction. [less ▲]

Detailed reference viewed: 90 (7 UL)
Full Text
See detailExploring the significance of resource-rich views in science education
Siry, Christina UL

in Cultural Studies of Science Education (2011), 6(4), 1019-1029

In a recently published article in Cultural Studies of Science Education (Volume 6, Issue 2) titled What does playing cards have to do with science? A resource-rich view of African American young men ... [more ▼]

In a recently published article in Cultural Studies of Science Education (Volume 6, Issue 2) titled What does playing cards have to do with science? A resource-rich view of African American young men, Alfred Schademan (2011) examines the resources that African American young men learn through playing a card came called Spades. In his ethnographic study, he takes a resource-rich view of the players, highlights science-related resources demonstrated by the players, and challenges deficit notions of these young men. Three Forum response papers complement Schademan’s research. The first is written by Nancy Ares, the second is coauthored by Allison Gonsalves, Gale Seiler, and Dana Salter, and the third is written by Philemon Chigeza. All three of these response papers elaborate on his points and emphasize issues inherent in working towards resource-rich views in science education. In this paper, I draw on all four papers to explore the possibilities in recognizing, highlighting, and accepting the resources that students bring as being resources for science learning. [less ▲]

Detailed reference viewed: 72 (0 UL)
Full Text
Peer Reviewed
See detailNetworks of practice in science education research: A global context
Martin, Sonya, N.; Siry, Christina UL

in Journal of Research in Science Teaching (2011), 48(6), 592-623

In this paper, we employ cultural sociology and Braj Kachru’s model of World Englishes as theoretical and analytical tools for considering English as a form of capital necessary for widely disseminating ... [more ▼]

In this paper, we employ cultural sociology and Braj Kachru’s model of World Englishes as theoretical and analytical tools for considering English as a form of capital necessary for widely disseminating research findings from local networks of practice to the greater science education research community. We present a brief analysis of recent authorship in top-tier science journals to demonstrate the salience of English language dominance as an issue in our field and we share narrative reflections from eleven international science education researchers offering perspectives from the field about the challenges faced by researchers in local and global contexts. Using an interpretive research stance, we discuss these narrative reflections to illuminate the role of personal and collective responsibility of individuals, organizations and institutions within local social networks of practice to recognize the relationship between capital, power, and equitable participation within a global science education research community. We conclude by discussing some existing structures within local networks of practice that relegate some members of the community to peripheral participatory roles in the global community and we suggest new structures to support individuals to more equitably contribute to the production of knowledge in the field of science education in ways that benefit not only individuals, but the also the global science education community. [less ▲]

Detailed reference viewed: 70 (1 UL)
Full Text
Peer Reviewed
See detail“Working with” as a methodological stance: Collaborating with students in teaching, writing, and research
Siry, Christina UL; Zawatski, Elizabeth

in International Journal of Qualitative Studies in Education : QSE (2011), 24(3), 343-361

Using critical ethnography guided by cultural sociology, this manuscript examines the role of “co” in teacher education; coresearching, coteaching, and cogenerating dialogue. The authors are a pre-service ... [more ▼]

Using critical ethnography guided by cultural sociology, this manuscript examines the role of “co” in teacher education; coresearching, coteaching, and cogenerating dialogue. The authors are a pre-service teacher and college instructor, and through our multiple perspectives and positionings we explore how collaboration served to dismantle teacher-student hierarchies and replaced them with complex relationships mediated by polysemic approaches to research. Pushing against traditional ideologies, we utilize a multi-voiced approach to writing as we present our experiences and interpretations of data relative to the possibilities of collaboration in education and research. As we analyze our role in collaborative endeavors, we ask: How can we find ways to work across and around hierarchical institutional structures when working with our students? What are ways that we can examine our individual lived experiences together, and is it possible to work with each other to develop identities as teachers that are not predicated on power differentials? [less ▲]

Detailed reference viewed: 72 (1 UL)
Full Text
See detailStrategies for linking language and science
Vlassis, Joëlle UL; Siry, Christina UL

Scientific Conference (2011)

Detailed reference viewed: 25 (1 UL)
Full Text
Peer Reviewed
See detailCultures in the making: An examination of the ethical and methodological implications of collaborative research
Siry, Christina UL; Ali-Khan, Carolyne; Zuss, Mark

in Forum: Qualitative Sozialforschung = Forum: Qualitative Social Research [FQS] (2011), 12(2), 24

This paper explores ethical and methodological implications of collaborative research, and we discuss our examination of ways to work towards participatory, ethical relationships in research. Our core ... [more ▼]

This paper explores ethical and methodological implications of collaborative research, and we discuss our examination of ways to work towards participatory, ethical relationships in research. Our core concerns pertain to the experiential, lived and qualitative relations within emergent research communities. Questions that have guided us include: What does ‘we’ mean in research practice? How do we become a community of researchers? What forms of relations are shaped in the continuous process of inquiry? Whose interests are served? How can a community of researchers and their participants, formed and sustained by reciprocal, ethical relations, of trust, shared knowledges, curiosity and friendship, emerge? Key to approaching these is examining the contingent epistemological goals of research. We discuss four essential elements in the ethical qualities of research as a community of practice that stand out for "us." [less ▲]

Detailed reference viewed: 34 (4 UL)
Full Text
See detailWriting we: Collaborative text in educational research
Siry, Christina UL; Ali-Khan, Carolyne

in Malott, Curry; Portfilio, Bradley, J. (Eds.) Critical pedagogy in the 21st century (2011)

In this chapter we examine the critical possibilities of collaborative writing, as multiple layers of <br />voices intertwine to produce and understand collaborative authorship. We seek to challenge the ... [more ▼]

In this chapter we examine the critical possibilities of collaborative writing, as multiple layers of <br />voices intertwine to produce and understand collaborative authorship. We seek to challenge the <br />politics and epistemological assumptions of the do-your-own-work mentality pervasive throughout education. Through a theoretical, methodological and ethnographically thick exploration of collaboratively produced text, we offer a different paradigm for understanding and producing knowledge. Cowriting is examined as an unfolding, polyvocal, and necessarily <br />multifaceted journey toward a new critical pedagogy of working “with.” [less ▲]

Detailed reference viewed: 42 (3 UL)
Full Text
Peer Reviewed
See detailEmphasizing collaborative practices in learning to teach: Coteaching and cogenerative dialogue in a field-based methods course.
Siry, Christina UL

in Teaching Education (2011), 22(1), 91-101

This manuscript details a field-based methods course for preservice teachers that has been designed to integrate shared teaching experiences in elementary classrooms with ongoing critical dialogues with a ... [more ▼]

This manuscript details a field-based methods course for preservice teachers that has been designed to integrate shared teaching experiences in elementary classrooms with ongoing critical dialogues with a focus on highlighting the complexities of teaching. I describe the structure of the course and explore the use of coteaching and cogenerative dialogue as approaches to learning how to teach. Vignettes that typify experiences in this course are analyzed, and two main findings explored. First, coteaching provided critical support to preservice teachers as they taught their first lessons to children. Second, cogenerative dialogues mediated reflexive dialogue around the complexities of teaching, and provided for participants a foundation to examine their epistemological assumptions. It is argued that at a time of increasing segmentation of teacher education, teacher educators need to support dialogic, multi-perspectival approaches that emphasize the complex nature of teaching and learning in elementary classrooms. [less ▲]

Detailed reference viewed: 103 (5 UL)
Full Text
See detailScience and language in a multlingual context
Vlassis, Joëlle UL; Siry, Christina UL

Scientific Conference (2011)

Detailed reference viewed: 38 (2 UL)
See detailBrothers
Siry, Christina UL; Siry, Liam

in Steinberg, Shirley R.; Kehler, Michael; Cornish, Lindsay (Eds.) Boy culture: An encyclopedia (2010)

Detailed reference viewed: 26 (1 UL)
Peer Reviewed
See detailPCBs
Siry, Christina UL

in Mulvaney, Dustin; Robbins, Paul (Eds.) Green Politics: An A-to-Z Guide (2010)

Detailed reference viewed: 22 (0 UL)
Full Text
Peer Reviewed
See detailCreating participatory discourse for teaching and research in early childhood science
Siry, Christina UL; Lang, Diane

in Journal of Science Teacher Education (2010), 21(1), 1-12

This paper presents the results of a study conducted with second grade students and pre-service teachers. This study examined the possibilities for engaging children in critical discourse about their ... [more ▼]

This paper presents the results of a study conducted with second grade students and pre-service teachers. This study examined the possibilities for engaging children in critical discourse about their classroom science experiences. At the heart of this discussion lies the desire to provide a space for teachers and children to develop relationships and to explore the learning of science together. Findings include: (1) on-going, focused, critical dialogue between children and teachers supported children in developing agency in the classroom, and (2) on-going conversations created the opportunity for children to reveal their ways of knowing and developing interpretations of the practice of science. [less ▲]

Detailed reference viewed: 66 (3 UL)
Full Text
Peer Reviewed
See detailEnvisioning polysemicity: Generating insights into the complexity of place-based research within contested space
Siry, Christina UL

in Tippins, Deborah J.; Mueller, Michael P.; van Eijck, Michiel (Eds.) et al Cultural studies and environmentalism: The confluence of EcoJustice, place-based (science) education, and indigenous knowledge systems (2010)

In “Implications of sense of place and place-based education for ecological integrity and cultural sustainability in contested places”, Steven Semken and Elizabeth Brandt explore the construct of place ... [more ▼]

In “Implications of sense of place and place-based education for ecological integrity and cultural sustainability in contested places”, Steven Semken and Elizabeth Brandt explore the construct of place, and suggest that place-based education can serve as a mutually advantageous transaction between people and place in contested areas. In this chapter, I extend the implications they have introduced and contend that a critical theoretical perspective is required in work with contested places and displaced peoples in order to recognize the multitude of complexities involved. Building from their work, I suggest using polyvocal and polysemic research in and around contested places as a means to acknowledge multidimensional intersubjective perspectives while also emphasizing connections to place. [less ▲]

Detailed reference viewed: 73 (0 UL)