References of "Siry, Christina 50003105"
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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 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 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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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 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 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 ▲]

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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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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 ▲]

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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 ▲]

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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 ▲]

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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 ▲]

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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 ▲]

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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 ▲]

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