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See detailReconstructing science education within the language I science relationship
Wilmes, Sara UL; Siry, Christina UL; Gomez-Fernandez, Roberto UL et al

in Tobin, Kenneth; Bryan, Lynn (Eds.) 13 Questions: Reframing Education's Conversation: Science (2018)

Our research is embedded in the multilingual national context of Luxembourg, a small diverse country in Western Europe, and as such our research participants are culturally and linguistically diverse (CLD ... [more ▼]

Our research is embedded in the multilingual national context of Luxembourg, a small diverse country in Western Europe, and as such our research participants are culturally and linguistically diverse (CLD). Luxembourg’s public schools reflect the diversity of the country, with 44% of students identifying as a nationality other than Luxembourgish, and 55% speaking a first language other than Luxembourgish (Ministère de l’éducation nationale, de l’Enfance et de la Jeunesse [MENJE], 2015). Certainly, students draw on a wide variety of resources as they make meaning in science, and a key resource in this process of meaning making is language, which serves to mediate learning as well as position participants in the learning process. However, for students with proficiencies in languages other than the ones used for instruction in schools (such as the students we work with), the nuances of how language(s) can serve as resource(s) for learning are crucial for researchers and teachers to consider and understand. Science, language, and learning are interwoven, connected, and we believe, inseparable, to the processes of science education. In this chapter we use a critical lens to deconstruct the use of language(s) in science education as we address the overarching question posted by the title of this section, “In what ways does language affect (and is affected by) the science educational process?” Throughout this process of deconstruction, we address several critical questions that arise from our research and lived experiences connected to Reconstructing Science Education within the Language | Science Relationship Reflections from Multilingual Contexts sara e. d. wilmes, christina siry, roberto gómez fernández, and anna maria gorges c h a p t e r n i n e t e e n 254 | sara e. d. wilmes et al. the relationship between science education and language. Specifically, we address the following interrelated questions: • Who decides which languages are used in classrooms? • How can we create classroom spaces that value diverse student resources? • What is the relationship between language used in science education, power, and agency? [less ▲]

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See detailA Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders
Villanyi, Denise UL; Martin, Romain UL; Sonnleitner, Philipp UL et al

in International Journal of Emerging Technologies in Learning (2018), 13(10), 225-251

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students ... [more ▼]

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool. [less ▲]

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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; Wilmes, Sara UL; Haus, Jana Maria

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

This research examines the use of participatory structures with children in a fourth grade classroom as they engage in an inquiry-based science unit. The dialectical relationship between structure and ... [more ▼]

This research examines the use of participatory structures with children in a fourth grade classroom as they engage in an inquiry-based science unit. The dialectical relationship between structure and agency is central to exploring these children's investigation, as children engaged in an investigation designed partly by themselves, in collaboration with their teachers and each other. We consider to what extent participatory structures mediated children's agency in science investigations. Using a combination of ethnographic and design experiment methods, we zoom in on a case study of one child and his collaborative activities with peers, to contextualize the process and underscore the claim that participatory structures created spaces for children to take agency in different ways. Specifically we demonstrate how open-ended structures and participatory curricular design mediated his agentic participation and also transformed the structures of the class, as teachers and students were positioned in new ways. [less ▲]

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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, Robert 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 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 and 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 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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