Prof. Dr. Christina Siry
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| Faculté ou Centre | Faculté des Sciences Humaines, des Sciences de l'Éducation et des Sciences Sociales | ||||||
| Department | Département Sciences de l'éducation et intervention sociale | ||||||
| Adresse postale |
Université du Luxembourg Maison des Sciences Humaines 11, Porte des Sciences L-4366 Esch-sur-Alzette |
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| Bureau sur le campus | MSH, E03 35-180 | ||||||
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| Téléphone | (+352) 46 66 44 9717 | ||||||
Christina Siry holds a post of Professor in Learning and Instruction in the Department of Education and Social Work. She has several active lines of research that focus on the intertwined areas of science learning and learning to teach science, particularly at the primary levels. As a former science teacher herself, she focuses on the use of collaborative pedagogies and participatory methodologies as tools for transforming science teacher education and science education.
Research interests:
- Primary science education
- Science teacher education
- Inquiry-based science teaching
- Collaboration in research
Projects:
- Science teacher training and resource center (SciTeach Center)
- Science education, innovation, and policy in modern Luxembourg (SciPol: Lux)
Last updated on: lundi 27 avril 2020
Please click below for Christina Siry's full CV.
Last updated on: 03 juin 2019
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Critical perspectives on learning to teach: Collaborative teaching and research in elementary teacher education.Book published by Springer (in press)
Situating difference as a valuable resource in education researchin Scantlebury, K. (Ed.) Moving science education into the 21st century: A festschrift in honor of Kenneth Tobin (in press)
2021
Multimodal Interaction Analysis: a Powerful Tool for Examining Plurilingual Students’ Engagement in Science Practices Proposed Contribution to;
in Research in Science Education (2021)
2020
Scaffolding children’s production of representations along the three years of ECE: a longitudinal study.; ;
in Research in Science Education (2020)
Working toward equitable research practices: the value of highlighting complexity and respecting context;
in Cultural Studies of Science Education (2020)
Enacting responsive science teacher education: revised strategies , adapted resources and rapid digitization during a time of crisis;
Presentation (2020, October 23)
Science notebooks as interactional spaces in amultilingual classroom: Not just ideas on paper;
in Journal of Research in Science Teaching (2020)
2019
Critical voices in science education research: Narratives of academic journeys;
Book published by Sense / Brill (2019)
Agency, materiality, and relations in intra-action in a kindergarten science investigation;
in Milne, Catherine; Scantlebury, Kate (Eds.) Material practice and materiality in science education (2019)
2018
The science curriculum at the elementary level: What are the basics, and are we teaching them?in Bryan, L.; Tobin, K. (Eds.) Thirteen questions for science education (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) (Eds.) Nationaler Bildungsbericht Luxemburg 2018 (2018)
Being and becoming Science Education Professional Developers: A Co-Autoethnographic Examination; ; ; ;
Presentation (2018)
From Epics to Novelization : Conceptualizing Science Education Curricula and Practices through a historical lens; ;
Scientific Conference (2018, August)
Un outil sur tablette tactile facilitant l'autuévaluation à l'école primaire; ; ; ;
Scientific Conference (2018, January 11)
A Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders; ; ; ;
in International Journal of Emerging Technologies in Learning (2018), 13(10), 225-251
Underscoring the value of video analysis in multilingual and multicultural classroom contexts; ; ;
in Video Journal of Education and Pedagogy (2018), 3(4),
Reconstructing science education within the language I science relationship; ; ;
in Tobin, Kenneth; Bryan, Lynn (Eds.) 13 Questions: Reframing Education's Conversation: Science (2018)
Critical reflexivity in the professional development of professional devlopers: A co-autoethnographic exploration; ; ; ;
Poster (2018, January)
The role of critical reflexivity in the professional development of professional developers: A co-autoethnographic exploration; ; ; ;
in Interfaces Científicas (2018), 7(1), 13-24
2017
Comparative Analysis of Factors Affecting Portuguese-Speaking/Lusoburguês vs. US Latin@'s Language Learners in Science; ;
Scientific Conference (2017, August)
Problematizing video analysis rooted in the verbal: Examples from culturally and linguistically diverse science classrooms in Luxembourg; ; ;
Scientific Conference (2017)
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2016
Radical listening and dialogue in educational research; ;
in International Journal of Critical Pedagogy (2016), 7(3), 119-135
Examining children’s agency within participatory structures in primary science investigations; ;
in Learning, Culture and Social Interaction (2016), 10
Autoévaluation des élèves de l'école primaire en mathématiques; ; ; ;
Scientific Conference (2016, November)
Différences interindividuelles dans l’autoévaluation des compétences scolaires à l’école primaire; ; ; ;
Poster (2016, June)
2015
Naturwissenschaftlicher Unterricht an der Luxemburger École fondamentale; ;
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)
“And? Did we do nice things?”: Children documenting their emerging inquiries in early science learning; ;
in Milne, Catherine; Tobin, Kenneth (Eds.) Sociocultural studies and implications for science education: the experiential and the virtual (2015)
Problematizing science as a primary school discipline: Learning from contingencies and diversities; ; ; ;
Poster (2015, September 03)
Self-assessment of academic competencies via a computer based tool in Luxembourg primary school; ; ; ;
Poster (2015, August)
The role of wondering in inquiry-based science education: Expanding the notion of questions.; ;
Presentation (2015)
2014
Sharing seeing: Exploring photo-elicitation with children in two different cultural contexts;
in Teaching and Teacher Education (2014), 37
Political engagement as a child: Rethinking, reseeing and reinvesting youth in political participation; ;
in Tobin, Kenneth; Shady, Ashraf (Eds.) Transforming Urban Education (2014)
Preparing Preservice Teachers in a PDS Context: Insights into Field-Based Methods Courses; ;
in Ferrara, JoAnne; Nath, Janice L.; Guadarrama, Irma N. (Eds.) Research in Professional Development Schools: Creating visions for university-school partnerships (2014)
Exploring the complexities of learning to teach: Collaborative methods and participatory structures in teacher education;
in Tobin, Kenneth; Shady, Ashraf (Eds.) Transforming Urban Education (2014)
Facilitating Reflexivity in Preservice Science Teacher Education Using Video Analysis and Cogenerative Dialogue in Field-Based Methods Courses;
in Eurasia Journal of Mathematics, Science and Technology Education (2014), 10(5), 481-508
2013
Imagining educational spaces of possibility, hope, and joyin Kress, M. Tricia; Lake, Robert (Eds.) We saved the best for you: Letters of hope, imagination and wisdom for 21st Century educators. (2013)
Exploring the complexities of children’s inquiries in science: Knowledge production through participatory practicesin Research in Science Education (2013), 43(3),
The collective construction of a science unit: Framing curricula as emergent from Kindergarteners’ wonderings;
in Science Education (2013), 97(6), 878-902
Multivoiced research with children: Exploring methodological issues in children's documentation of school projects;
in Kress, Tricia M.; Curry Stephenson, Malott; Porfilio, Brad J. (Eds.) Challenging Status Quo Retrenchment: New Directions in Critical Research (2013)
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2012
An analysis of the utilization of video-based media in science teacher education;
in Fraser, B; Tobin, K; Campbell, C (Eds.) International handbook of science teaching and learning (2012)
“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;
in Cultural Studies of Science Education (2012), 7(1), 1-30
‘Doing science’ through discourse-in-interaction: Young children’s science investigations at the early childhood level.; ;
in Science Education (2012), 96(2), 311-326
2011
Networks of practice in science education research: A global context;
in Journal of Research in Science Teaching (2011), 48(6), 592-623
Exploring the significance of resource-rich views in science educationin Cultural Studies of Science Education (2011), 6(4), 1019-1029
Emphasizing collaborative practices in learning to teach: Coteaching and cogenerative dialogue in a field-based methods course.in Teaching Education (2011), 22(1), 91-101
Writing we: Collaborative text in educational research;
in Malott, Curry; Portfilio, Bradley, J. (Eds.) Critical pedagogy in the 21st century (2011)
Cultures in the making: An examination of the ethical and methodological implications of collaborative research; ;
in Forum: Qualitative Sozialforschung (2011), 12(2), 24
Children explain the rainbow: Using young children’s ideas to guide science curricula;
in The Journal of Science Education and Technology (2011), 20(5), 643-655
“Working with” as a methodological stance: Collaborating with students in teaching, writing, and research;
in International Journal of Qualitative Studies in Education : QSE (2011), 24(3), 343-361
2010
Forum: Science agency and structure across a lifespan. A dialogic response; ; ;
in Roth, W-M; Tobin, K (Eds.) ReUniting Psychological and Sociological Perspectives (2010)
Reconceptualizing the relationship between universities and schools: a dialectic and polysemic approach;
in Cultural Studies of Science Education (2010), 5(3), 775-785
Envisioning polysemicity: Generating insights into the complexity of place-based research within contested spacein Tippins, Deborah J.; Mueller, Michael P.; van Eijck, Michiel; Adams, Jennifer D. (Eds.) Cultural studies and environmentalism: The confluence of EcoJustice, place-based (science) education, and indigenous knowledge systems (2010)
Creating participatory discourse for teaching and research in early childhood science;
in Journal of Science Teacher Education (2010), 21(1), 1-12
Coteaching in science education courses: Transforming teacher education through shared responsibility; ; ; ; ;
in Murphy, Colette; Scantlebury, Kathryn (Eds.) Coteaching in international contexts: research and practice (2010)
Brothers;
in Steinberg, Shirley R.; Kehler, Michael; Cornish, Lindsay (Eds.) Boy culture: An encyclopedia (2010)
2009
Expanding the field of science education: A conversation with Ken Tobinin Eurasia Journal of Mathematics, Science and Technology Education (2009), 5(3), 197-208
2008
Preparing teachers to serve diverse learners: A PDS / full-service community school model; ;
in Guadarrama, Irma N.; Ramsey, John M.; Nath, Janice L. (Eds.) University and School Connections: Research Studies in Professional Development Schools (2008)
Conceptual change research and science education practice: A response from educators; ; ; ; ;
in Cultural Studies of Science Education (2008), 3(2), 451-470
2007
Pre-service teachers and classroom teachers learning together: A collaborative teacher education program;
in Excelsior: Leadership in Teaching and Learning (2007), 1(2), 39-48
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2006
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2005
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| URL: https://wwwfr.uni.lu/recherche/fhse/desw/people/christina_siry | Date: samedi 29 janvier 2022 01:36:28 |