References of "Research in Science Education"
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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 detailThe Gateway Science: a Review of Astronomy in the OECD School Curricula, Including China and South Africa
Salimpoura, Saeed; Bartlett, Sophie; Fitzgerald, Michael T. et al

in Research in Science Education (2020)

Astronomy is considered by many to be a gateway science owing to its ability to inspire curiosity in everyone irrespective of age, culture or general inclination to science. While the inclusion of ... [more ▼]

Astronomy is considered by many to be a gateway science owing to its ability to inspire curiosity in everyone irrespective of age, culture or general inclination to science. While the inclusion of astronomy in the school curriculum has waxed and waned over the years, in the current era, where there is a global push to get more students engaged in Science, Technology, Engineering and Mathematics (STEM), astronomy provides an invaluable conduit to bring about this shift. This paper highlights the results of a study which has reviewed the presence and extent to which astronomy has been incorporated into the school curriculum of the Organisation for Economic and Cooperative Development (OECD) member countries as well as two non-OECD countries strong in astronomy research, China and South Africa, and one international curriculum, the International Baccalaureate Diploma programme. A total of 52 national curricula from 37 countries were reviewed. The results revealed that overall astronomy and its related topics are prevalent in at least one grade in all curricula across the OECD, China and South Africa. Of the 52 national curricula, 44 of them had astronomy related topics in grade 6. Out of the 52 national curricula, 40 introduced astronomy-related topics in grade 1, while 14 of them had astronomy-related topics explicitly mentioned in all grades. The most common keywords were related to basic astronomy concepts, such as the Earth, the Sun, the Moon, and the stars, all have occurrences of over 100. Relational textual analysis also revealed that all the major concepts could be encompassed across two broad themes of Earth and Physics. [less ▲]

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See detailScaffolding children’s production of representations along the three years of ECE: a longitudinal study.
Monteira, Sabela Fernandez; Jiménez, María Pilar; Siry, Christina UL

in Research in Science Education (2020)

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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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