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See detailWorking towards responsive science education pedagogies during a time of crisis: centering community, diversity and access
Te Heesen, Kerstin UL; Siry, Christina UL; de Albuquerque Trigo, Maiza UL et al

Scientific Conference (2021, January 30)

Children, teachers, and families internationally are navigating new terrains of remote learning and teaching during the COVID-19 crisis, and this extends to the University of Luxembourg's SciTeach Center ... [more ▼]

Children, teachers, and families internationally are navigating new terrains of remote learning and teaching during the COVID-19 crisis, and this extends to the University of Luxembourg's SciTeach Center team, a multidisciplinary group of educators and researchers dedicated to supporting primary and pre-primary science education. Luxembourg’s schools closed mid-March 2020, with rapid implementation of online/distance schooling. By mid-May, the national scenario started changing with deconfinement stages, and schools adopted blended in-person/distance structure of rotating “A” and “B” weeks of instruction, ending the year with two weeks of “back to normal”. What are we wondering about? The SciTeach team responded to changing circumstances with several initiatives to support science education within new structures. The team’s interactions in response to the pandemic and resulting outcomes are the focus of a case study utilizing ethnographic methods and discourse analysis. We are examining planning discussions and development of remote science education resources for in-service teachers, children, and caregivers, with a purpose of identifying essential steps in the process, and the resulting impacts of changes. Why is this wondering important? This wondering will elaborate an adaptation process as we transitioned to online modes of interacting, reflecting on the applicability of responsive pedagogies during crisis. This crisis has exposed issues of equity and access, in particular with the high percentage of students who do not speak the languages of instruction at home (more than half) and has given rise to questions about what structural changes will/can remain ahead. As our main goal is to support children’s engagement in science, we discuss benefits and challenges associated with these responses as they were developed not with the intent to only respond, but to offer teachers a sustainable approach to support students in engaging in science moving forward. What approaches frame our thinking? Grounded in sociocultural theoretical perspectives (Sewell, 1999), we understand the teaching-learning processes as cultural enactment, and we draw on translanguaging perspectives (García, 2009) and multimodal approaches (Kress, 2004). Our theoretical and methodological approach is grounded as bricolage (Kincheloe, 2001), and we hope to honor the diversity and complexity of engaging in research with participants. We seek to trouble the existing policy-based notions of science "proficiency" as we consider diverse ways teachers, students, and families engage in science education, with a particular focus on examining issues of equity and access during crisis. Why is our wondering important to equity, diversity and / or social justice in science education? The overarching purpose of this work is identifying the adaptation process and reflecting upon the resulting impacts of changes. Issues of access and equity are multiple, for teachers, children, and caregivers, and our wondering focuses on three questions: • How can we work towards resource-rich approaches for working with students – to build on what they know and wonder – and make openings for engaging in science inquiry? • How can we support equitable student access to science, given the range of languages and technology access? • How can we keep and nurture community during times of rapid unplanned changes, and shifting interaction structures? [less ▲]

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See detailMultimodal Interaction Analysis: a Powerful Tool for Examining Plurilingual Students’ Engagement in Science Practices Proposed Contribution to
Wilmes, Sara UL; Siry, Christina UL

in Research in Science Education (2021)

Science teaching and learning are discursive practices, yet analysis of these practices has frequently been grounded in theorizations that place language at the forefront of interaction and meaning-making ... [more ▼]

Science teaching and learning are discursive practices, yet analysis of these practices has frequently been grounded in theorizations that place language at the forefront of interaction and meaning-making. Such language-centric analytic approaches risk overlooking key embodied, enacted aspects of students’ engagement in science practices. This manuscript presents a case of a plurilingual student’s participation in science inquiry to demonstrate how multimodal interaction analysis can be used to examine the highly diverse array of communicative resources that she draws upon while participating in science, including gestures, facial expressions, vocal intonations, and languages. Grounded in dialogic theorizations of language, we first detail the multimodal interaction approach, and second, we show how multimodal interaction analysis beginning first with her embodied engagement, then coupled with her subsequent written and spoken engagement, reveals robust views of her engagement in science practices. Key to this methodological approach is multilayered analysis that backgrounds verbal or spoken communication to allow for an identification of embodied interaction resources employed. We emphasize how this analytical method allows us to conceptualize science as a practice that unfolds through and in interaction, as compared to a static body of concepts to be learned. [less ▲]

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See detailInteraction rituals, emotions, and early childhood science: digital microscopes and collective joy in a multilingual classroom
Wilmes, Sara UL

in Cultural Studies of Science Education (2021), 16

In her original article, “Identity, Agency and the Internal Conversations of Science and Math Teachers Implementing instructional reforms in High-Need Urban Schools”, Stacy Olitsky (2021) takes us on an ... [more ▼]

In her original article, “Identity, Agency and the Internal Conversations of Science and Math Teachers Implementing instructional reforms in High-Need Urban Schools”, Stacy Olitsky (2021) takes us on an exploration of the identity development and agencies exerted by two teachers working to implement science instructional reforms in high-need urban schools. Olitsky (2021) utilizes Interaction Ritual Theory as a lens to examine a seldom viewed and even intimate aspect of teacher’s worlds, namely teachers’ self-talk. In this forum article I embrace the invitation extended by Olitsky, through an exploration of the interaction rituals that took place among students and a teacher working with digital microscopes in an early childhood classroom. I draw upon the theoretical lens of communitas to illuminate the power of collective joy that formed. Specifically, I will share two vignettes from a multilingual early childhood classroom to illustrate how teacher-guided and studentguided spaces afforded interactions that lead to the development of collective joy. I show how collective work with the microscopes allowed for joy and surprise to occur within a classroom of plurilingual students who are participating in their first schooled experiences of science. I conclude with a discussion of the power of student-driven instructional spaces as places for students working to learn science, and the language of instruction, to collectively experience joy as they explore. [less ▲]

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See detailWorking toward equitable research practices: the value of highlighting complexity and respecting context
Siry, Christina UL; Wilmes, Sara UL

in Cultural Studies of Science Education (2020)

In this response paper, we reflect upon the contributions of Gallard Martínez, Pitts, Brkich, and Ramos de Robles (this issue) in their manuscript “How does one recognize contextual mitigating factors ... [more ▼]

In this response paper, we reflect upon the contributions of Gallard Martínez, Pitts, Brkich, and Ramos de Robles (this issue) in their manuscript “How does one recognize contextual mitigating factors (CMFs) as a basis to understand and arrive at better approaches to research designs” and elaborate the ways in which we work toward highlighting the contextual complexities within our own research. Our research focuses on working toward equitable practices for culturally and linguistically diverse children in science education, in order to draw on the many cultural and communicative resources they bring to primary school science investigations. We draw upon our previous and current research projects in this forum contribution to tease-apart CMFs related to issues of equity in teaching science with culturally and linguistically diverse primary school children in our national context in Luxembourg. We conclude with a consideration of how the process of unpacking a diverse array of CMFs relative to our work with students helps us select and employ theoretical lenses and research methodologies that position us to gather rich understandings of the complexities within our research contexts and in our work with children and teachers [less ▲]

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See detailMit Kindern in den Himmel schauen. Ideen für den Unterricht.
Te Heesen, Kerstin UL; Heinericy, Sandy; Kneip, Nora et al

Book published by SCRIPT (2020)

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See detailScience notebooks as interactional spaces in amultilingual classroom: Not just ideas on paper
Wilmes, Sara UL; Siry, Christina UL

in Journal of Research in Science Teaching (2020)

Past studies have explored the role of student science notebooks in supporting students' developing science understandings. Yet scant research has investigated science notebook use with students who are ... [more ▼]

Past studies have explored the role of student science notebooks in supporting students' developing science understandings. Yet scant research has investigated science notebook use with students who are learning science in a language they are working to master. To explore how student science notebook use is co-constructed in interaction among students and teachers, this study examined plurilingual students' interactions with open-ended science notebooks during an inquiry science unit on condensation and evaporation. Grounded in theoretical views of the notebook as a semiotic social space, multimodal interaction analysis facilitated examination of the ways students drew upon the space afforded by the notebook as they constructed explanations of their under-standings. Cross-group comparison of three focal group sled to multiple assertions regarding the use of science notebooks with plurilingual students. First, the notebook supported student-determined paths of resemiotization as students employed multiple communicative resources to express science understandings. Second, notebooks provided spaces for students to draw upon diverse language resources and as a bridge in time across multiple inquiry sessions. Third, representations in notebooks were leveraged by both students and teachers to access and deepen conceptual conversations. Lastly, students' interactions over time revealed multiple epistemological orientations in students' use of the notebook space. These findings point to the benefits of open-ended science notebooks use with plurilingual students, and a consideration of the ways they are used in interaction in science instruction. [less ▲]

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See detailA Critical Co/Autoethnographic Exploration of Self: Becoming Science Education Researchers in Diverse Cultural and Linguistic Landscapes
Park, Jennifer; Wilmes, Sara UL

in Bazzul, Jesse; Siry, Christina (Eds.) Critical voices in science education research: Narratives of academic journeys (2019)

This chapter illustrates the process of collaborative autoethnography (co-autoethnography) we used to construct space, in order to critically explore ourselves, and the contexts we study. Through a co ... [more ▼]

This chapter illustrates the process of collaborative autoethnography (co-autoethnography) we used to construct space, in order to critically explore ourselves, and the contexts we study. Through a co-autoethnographic process, we aimed to better understand our positioning in our lived experiences and to generate an understanding of how reflective critical research approaches could transform us, as well as the communities in which we were immersed. In this chapter, we share the process of our collective analysis of autoethnographic narratives (Coia L, Taylor M, Co/autoethnography: Exploring our teaching selves collaboratively. In L. Fitzgerald, M. Heston, D. Tidwell (Eds.), Research methods for the self-study of practice (pp. 3–16). Netherlands: Springer, 2009), which stemmed from our experiences living and conducting education research in multilingual and multicultural contexts. Our ethnographic method of data collection, analysis, and interpretation was generated from our journeys as researchers – moving to, living, and conducting research in culturally and linguistically diverse (CLD) environments. We share this process, and some lessons we learned, with the hope that other researchers may find co-autoethnography a cathartic methodology to explore and challenge their own perspectives relative to cultural and linguistic diversity in their lives and in their research. [less ▲]

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See detailThe role of critical reflexivity in the professional development of professional developers: A co-autoethnographic exploration
Wilmes, Sara UL; Te Heesen, Kerstin UL; Siry, Christina UL et al

in Interfaces Científicas (2018), 7(1), 13-24

This manuscript shares findings from a collaborative autoethnography project during which two classroom teachers worked together with university researchers to develop and facilitate science education ... [more ▼]

This manuscript shares findings from a collaborative autoethnography project during which two classroom teachers worked together with university researchers to develop and facilitate science education professional development workshops for elementary teachers in Luxembourg. Grounded in critical theoretical perspectives, we undertook a process of collaborative autoethnography grounded in dialogue and reflection, to examine our own professional development in the process of facilitating the professional development of our colleagues. First, we elaborate the cultural and historical importance of this project in the context of teacher professional development in Luxembourg, an education system that operates from a national primary school curriculum, but in which instructional decisions are made by teachers. Next, we describe how critical methodologies allowed us to examine working within this system from each of our unique perspectives, while critically analyzing the process of engaging in professional development with teachers. We then elaborate the two main claims that emerged from our collective processes of reflection, dialogue, and action, namely that undergoing this critical process in parallel with supporting teacher professional development facilitated changes in our perspectives and our positions towards the national curricula, and that our multiple roles coupled with the process of reflection-dialogue-action mediated taking agency and the adaptation of primary science curricula. [less ▲]

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See detailInteraction rituals and inquiry-based science instruction: Analysis of student participation in small-group investigations in a multilingual classroom
Wilmes, Sara UL; Siry, Christina UL

in Science Education (2018)

Language learners participating in inquiry‐based science instruction are often faced with the challenge of interacting in a language they have not yet mastered. With this challenge at the fore, this study ... [more ▼]

Language learners participating in inquiry‐based science instruction are often faced with the challenge of interacting in a language they have not yet mastered. With this challenge at the fore, this study uses interaction ritual theory to examine a plurilingual student's participation in inquiry‐based science. Interaction ritual analysis of the focal student's interactions with peers during small‐group science investigations at the microlevel (tenths of a second) and in real‐time revealed that positive interaction rituals failed to form at first. Over a period of 6 months, his persistent use of nonverbal and verbal participation strategies, and opportunities to engage diverse communicative resources, resulted in higher levels of synchrony with his classmates and successful interactions in the language of instruction. The findings present novel information about the nuances of the silent, embodied participation of language learners in inquiry‐oriented instruction. Further, the findings elaborate the claim that inquiry‐based science pedagogies created space for students to form successful interaction rituals that, in turn, supported the focal student's science engagement and language development. [less ▲]

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See detailA dialectic view of student science notebook use: the dance of the individual | collective
Wilmes, Sara UL; Siry, Christina UL

Presentation (2018)

Science notebooks can support students in working in active, inquiry-based ways of learning. When students use notebooks to document science investigations in rich and meaningful ways, notebooks can ... [more ▼]

Science notebooks can support students in working in active, inquiry-based ways of learning. When students use notebooks to document science investigations in rich and meaningful ways, notebooks can support not only the development of students’ content understandings, but also understandings about and engagement in science practices (Weibe et al., 2009). All too often though, student productions in science classrooms, such as entries in notebooks, are viewed as solely representative of individual understandings. This view serves to undercut the both individual and collective processes that constituted their construction, thus, inaccurately situating student representations as merely individual productions. In this presentation we show how an analysis of science notebook use in a primary classroom using the dialectic perspective of individual|collective revealed how aspects of students’ interactions with each other and with their notebooks are intertwined and co-constitute one another. This work emphasizes how viewing notebook use as individual |collective can reveal the dance of these inseparable aspects of interaction. [less ▲]

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See detail„Doing Science“: Erwerb von Kompetenzen im naturwissenschaftlichen Unterricht der École fondamentale
Siry, Christina UL; Andersen, Katja Natalie UL; Wilmes, Sara UL

in Luxembourg Centre for Educational Testing (LUCET), Universität Luxemburg; Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT) (Eds.) Nationaler Bildungsbericht Luxemburg 2018 (2018)

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See detailUnderscoring the value of video analysis in multilingual and multicultural classroom contexts
Wilmes, Sara UL; Gomez-Fernandez, Roberto UL; Gorges, Anna UL et al

in Video Journal of Education and Pedagogy (2018), 3(4),

This article presents multiple episodes drawing from three distinct research projects conducted in multilingual classrooms in Luxembourg, to underscore the value of video analysis in culturally and ... [more ▼]

This article presents multiple episodes drawing from three distinct research projects conducted in multilingual classrooms in Luxembourg, to underscore the value of video analysis in culturally and linguistically diverse classroom contexts. We show how video analysis that valorizes the non-verbal in interaction has the ability to reveal communicative resources often masked by analysis rooted in the verbal. From the examples presented, that span teacher and student interactions in both elementary and secondary classrooms, we make a methodological argument based on analytical approaches utilized in all three research projects to demonstrate how we have come to an expanded notion of voice in our research that is revealed through multimodal video analysis. Specific analytical approaches that illuminate the embodied and multimodal aspects of voice are discussed. We conclude by underscoring the benefits of embodied and multimodal approaches to video analysis for research with all students, but most importantly for students often marginalized through analytical approaches that prioritize the verbal. Finally, we discuss the implications of video research that works to highlight resource-rich views of teaching and learning across learning contexts. [less ▲]

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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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