Profil

WILMES Sara

University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) > Teaching and Learning

Main Referenced Co-authors
SIRY, Christina  (33)
TE HEESEN, Kerstin  (14)
DE ALBUQUERQUE TRIGO, Maiza  (7)
BARBU, Ragnhild  (6)
Heinericy, Sandy (6)
Main Referenced Keywords
multilingual (5); science education (4); co-autoethnography (3); plurilingual (3); Science education (3);
Main Referenced Disciplines
Education & instruction (40)
Languages & linguistics (2)
Arts & humanities: Multidisciplinary, general & others (1)

Publications (total 43)

The most downloaded
380 downloads
Wilmes, S., Bryce, N., & Bellino, M. (2016). Inquiry identity and science teacher professional development. Cultural Studies of Science Education, 11 (2), 235-251. doi:10.1007/s11422-015-9725-1 https://hdl.handle.net/10993/35741

The most cited

29 citations (Scopus®)

Siry, C., Wilmes, S., & Haus, J. M. (September 2016). Examining children’s agency within participatory structures in primary science investigations. Learning, Culture and Social Interaction, 10, 4-16. doi:10.1016/j.lcsi.2016.01.001 https://hdl.handle.net/10993/26327

WILMES, S., & SIRY, C. (2024). Engaging with materials and the body: young plurilingual children's resource-rich interations in science investigations. Research in Science and Technological Education.
Peer Reviewed verified by ORBi

DE ALBUQUERQUE TRIGO, M., TE HEESEN, K., WILMES, S., BARBU, R., & SIRY, C. (01 September 2023). Examining a School-University Partnership to Support Elementary Science Education in Luxembourg [Paper presentation]. 15th Conference of the European Science Education Research Association, Cappadocia, Turkey.
Peer reviewed

WILMES, S., & SIRY, C. (August 2023). Mapping multimodal interaction in classroom spaces: Views enabled through the geosemiotic [Paper presentation]. European Science Education Research Association, Cappadocia, Turkey.

de Albuquerque Trigo, M., Barbu, R., Wilmes, S., Te Heesen, K., & Siry, C. (18 April 2023). School-University partnerships in support of equitable primary science education [Paper presentation]. 96th NARST International Conference, Chicago, IL, United States.

SIRY, C., & WILMES, S. (April 2023). Creating reflexive and critical spaces: International perspectives on working with teachers towards equitable science education [Paper presentation]. NARST 2023 Annual Conference, Chicago, United States.

Fernández Monteira, S., Siry, C., Wilmes, S., de Albuquerque Trigo, M., Te Heesen, K., & Barbu, R. (09 September 2022). Supporting early years science education during COVID-19 crisis [Paper presentation]. 30 Encuentros de Didáctiva en las Ciencias Experimentales, Melila, Spain.

Wilmes, S., Siry, C., Te Heesen, K., de Albuquerque Trigo, M., Barbu, R., & Sportelli, D. (29 January 2022). The different lenses we look through: Examining the role(s) of language and communication in science education research [Paper presentation]. SEEDS January 2022 Conference [Refusing “Back to Normal”: The role of science education in enacting more just and joyful futures].

de Albuquerque Trigo, M., Barbu, R., Wilmes, S., Te Heesen, K., & Siry, C. (2022). Building School-University Partnerships to Support Primary Science Education in Luxembourg [Paper presentation]. LuxERA Conference, Belval, Luxembourg.

Te Heesen, K., Siry, C., & Wilmes, S. (2022). Inquiry-based pedagogies as an inclusive practice: Approaches for in-service teacher education. In K. N. Andersen, B. T. Ferreira da Silva, ... V. Silva de Moraes Novais (Eds.), Educação, Cultura e Inclusão: Contextos internacionais e locais (pp. 101-111). Editora Appris.
Peer reviewed

Te Heesen, K., Siry, C., de Albuquerque Trigo, M., & Wilmes, S. (30 January 2021). Working towards responsive science education pedagogies during a time of crisis: centering community, diversity and access [Paper presentation]. SEEDS January 2021 Conference [Reflecting in a Time of Crisis: Envisioning New Paths for Socially-Just Science Education].

Te Heesen, K., Siry, C., Wilmes, S., Kneip, N., & Heinericy, S. (2021). Innovativer naturwissenschaftlicher Unterricht mit mehrsprachigen Kindern: Was lernen wir von den luxemburgischen Grundschulklassen? Nationaler Bildungsbericht. Luxembourg, Luxembourg: Luxembourg Centre for Educational Testing (LUCET) & Service de la Recherche et de l’Innovation pédagogiques (SCRIPT). doi:10.48746/BB2021LU-DE-47

Barbu, R., de Albuquerque Trigo, M., Wilmes, S., & Te Heesen, K. (2021). Adapting to Covid19 in Luxembourg: Centering community, diversity and access in remote primary teacher education for science [Paper presentation]. 14th Conference of the European Science Education Research Association (ESERA 2021), Portugal.

Wilmes, S. (2021). Interaction rituals, emotions, and early childhood science: digital microscopes and collective joy in a multilingual classroom. Cultural Studies of Science Education, 16, 373–385. doi:10.1007/s11422-019-09965-4
Peer reviewed

Wilmes, S., & Siry, C. (2021). Multimodal Interaction Analysis: a Powerful Tool for Examining Plurilingual Students’ Engagement in Science Practices Proposed Contribution to. Research in Science Education. doi:10.1007/s11165-020-09977-z
Peer Reviewed verified by ORBi

Te Heesen, K., Heinericy, S., Kneip, N., Siry, C., & Wilmes, S. (2020). Mit Kindern in den Himmel schauen. Ideen für den Unterricht. SCRIPT.

Wilmes, S., & Siry, C. (2020). Science notebooks as interactional spaces in amultilingual classroom: Not just ideas on paper. Journal of Research in Science Teaching. doi:10.1002/tea.21615
Peer Reviewed verified by ORBi

Siry, C., & Wilmes, S. (2020). Working toward equitable research practices: the value of highlighting complexity and respecting context. Cultural Studies of Science Education. doi:10.1007/s11422-020-09979-3

Park, J., & Wilmes, S. (2019). A Critical Co/Autoethnographic Exploration of Self: Becoming Science Education Researchers in Diverse Cultural and Linguistic Landscapes. In J. Bazzul & C. Siry (Eds.), Critical voices in science education research: Narratives of academic journeys. Sense.
Peer reviewed

Wilmes, S., Te Heesen, K., Siry, C., Kneip, N., & Heinericy, S. (October 2018). The role of critical reflexivity in the professional development of professional developers: A co-autoethnographic exploration. Interfaces Científicas, 7 (1), 13-24. doi:10.17564/2316-3828.2018v7n1p13-24
Peer reviewed

Wilmes, S., & Siry, C. (2018). Interaction rituals and inquiry-based science instruction: Analysis of student participation in small-group investigations in a multilingual classroom. Science Education. doi:10.1002/sce.21462
Peer Reviewed verified by ORBi

Wilmes, S., Siry, C., Gomez-Fernandez, R., & Gorges, A. (2018). Reconstructing science education within the language I science relationship. In K. Tobin & L. Bryan (Ed.), 13 Questions: Reframing Education's Conversation: Science. Peter Lang.
Peer reviewed

Wilmes, S., Siry, C., Te Heesen, K., Kneip, N., & Heinericy, S. (January 2018). Critical reflexivity in the professional development of professional devlopers: A co-autoethnographic exploration [Poster presentation]. The Role of Science Education in a Changing World, Leiden, Netherlands.

Wilmes, S., Gomez-Fernandez, R., Gorges, A., & Siry, C. (2018). Underscoring the value of video analysis in multilingual and multicultural classroom contexts. Video Journal of Education and Pedagogy, 3 (4). doi:10.1186/s40990-018-0016-0
Peer reviewed

Wilmes, S., & Siry, C. (2018). A dialectic view of student science notebook use: the dance of the individual | collective [Paper presentation]. Connecting Connected Minds: Capturing the relevance of social interaction and cultural diversities in a digitalized media ecology" EARLI SIG Meeting, Belval, Luxembourg.

Siry, C., Andersen, K. N., & Wilmes, S. (2018). „Doing Science“: Erwerb von Kompetenzen im naturwissenschaftlichen Unterricht der École fondamentale. In Luxembourg Centre for Educational Testing (LUCET), Universität Luxemburg & Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT), Nationaler Bildungsbericht Luxemburg 2018 (pp. 140-141). Luxembourg, Luxembourg: We-Print.

Te Heesen, K., Kneip, N., Heinericy, S., Siry, C., & Wilmes, S. (2018). The role of critical reflexivity in the professional development of professional developers: A co-authethnotaphic exploration [Paper presentation]. America Education Research Association annuaal conference, New York, United States.

Wilmes, S. (2018). Multimodal interaction analysis of student science notebook use in a multilingual classroom [Paper presentation]. National Association for Research in Science Teaching Conference, United States.

Siry, C., Wilmes, S., Te Heesen, K., Kneip, N., & Heinericy, S. (2018). Being and becoming Science Education Professional Developers: A Co-Autoethnographic Examination [Paper presentation]. National Association for Research in Science Teaching, Atlanta, United States.

Wilmes, S. (2017). Student-driven Inquiry-based Science Education in Luxembourg Primary School Contexts [Doctoral thesis, Unilu - University of Luxembourg]. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/32187

Wilmes, S., Gomez-Fernandez, R., Gorges, A., & Siry, C. (June 2017). Problematizing video analysis rooted in the verbal:Examples from culturally and linguistically diverse science classrooms in Luxembourg [Paper presentation]. 2nd Association of Video Pedagogies Conference (AVPC), Aalborg, Denmark.

Wilmes, S., Siry, C., Gomez-Fernandez, R., & Gorges, A. (2017). Problematizing video analysis rooted in the verbal: Examples from culturally and linguistically diverse science classrooms in Luxembourg [Paper presentation]. Proceedings of the 2nd Association for Visual Pedagogy Conference.

Wilmes, S., Siry, C., Gomez-Fernandez, R., & Gorges, A. (2017). Reconstructing Science Education within the Language Science Relationship. In symposium coordinated by Bryan & K. Tobin, 13 Questions: Reframing Education`s Conversation: Science [Paper presentation]. National Association for Research in Science Teaching, Austin, United States.

Wilmes, S., & Siry, C. (2017). Interaction Rituals in Multilingual Student-Centered Science Instruction [Paper presentation]. European Science Education Research Association, annual conference, Dublin, Ireland.

Siry, C., & Wilmes, S. (2017). Multimodal Wonderings [Paper presentation]. European Science Education Research Association annual conference, Dublin, Ireland.

Siry, C., Wilmes, S., & Haus, J. M. (September 2016). Examining children’s agency within participatory structures in primary science investigations. Learning, Culture and Social Interaction, 10, 4-16. doi:10.1016/j.lcsi.2016.01.001
Peer reviewed

Wilmes, S., Bryce, N., & Bellino, M. (2016). Inquiry identity and science teacher professional development. Cultural Studies of Science Education, 11 (2), 235-251. doi:10.1007/s11422-015-9725-1
Peer reviewed

Wilmes, S. (2016). Engaging students in being/becoming scientists [Paper presentation]. State University of New York College, Buffalo, United States.

Wilmes, S., & Park, J. (2015). Becoming Researchers in Multilingual Contexts: A Co/ Autoethnographic Exploration. In the symposium, International Perspectives on Multilingual Contexts in Science Education Research and Practice [Paper presentation]. National Association of Research in Science Teaching, Chicago, United States.

Wilmes, S., Siry, C., & Hilgers, J. M. (2015). The role of wondering in inquiry-based science education: Expanding the notion of questions [Paper presentation]. European Science Education Research Association annual conference, Helsinki, Finland.

Park, J., & Wilmes, S. (2015). Science education researchers in multilingual contexts: A co/ autoethnographic exploration of language, positioning and self [Paper presentation]. In the symposium, International Perspectives on Multilingual Contexts in Science Education Research and Practice, Helsinki, Finland.

Park, J., & Wilmes, S. (2015). A Co/Authoethnography Exploration of Self: Becoming Science Researchers in Culturally and Linguistically Diverse Contexts [Paper presentation]. Korean Association for Science Education annual meeting, Seoul, South Korea.

Siry, C., & Wilmes, S. (2013). Working with Inservice Teachers to Develop CPD: An Emergent, Responsive Approach to Teacher Professional Development [Paper presentation]. national Association of Research in Science Teaching, Annual International Conference, Rio Grande, United States.

Wilmes, S., & Siry, C. (2013). Designing Science Professional Development with Teachers: An emergent, responsive approach in a time of inquiry-based science dissemination [Paper presentation]. Stockholm University.

Contact ORBilu