References of "Wilmes, Sara 50003336"
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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 detailEngaging students in being/becoming scientists
Wilmes, Sara UL

Presentation (2016)

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See detailInquiry identity and science teacher professional development
Wilmes, Sara UL; Bryce, Nadine; Bellino, Marissa

in Cultural Studies of Science Education (2016), 11(2), 235-251

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators ... [more ▼]

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff’s argument that ‘‘professional development could be designed to facilitate reflexive transformation of identity within professional learning environments’’ (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers’ conversations related to personal and professional efficacy in the service of improved science teaching and learning. [less ▲]

Detailed reference viewed: 115 (2 UL)