Sara Wilmes
|
|
||||
| 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 |
||||
| Bureau sur le campus | MSH, E03 35-170 | ||||
|
|||||
| Téléphone | (+352) 46 66 44 9237 | ||||
Sara E. D. Wilmes is a researcher at the University of Luxembourg in the Institute for Teaching and Learning. She currently works with the SciTeach Center Project to support collaborative teacher education and professional learning for sustained changes in primary science teaching and learning in Luxembourg. Her research explores science education in multilingual contexts and the use of postmodern research methodologies to explore intersections between science learning and diverse communicative resource use.
Last updated on: mardi 03 août 2021
CURRICULUM VITAE
PROFESSIONAL EXPERIENCE
| 2017 – present |
|
Research Scientist |
| 2012 – 2013 |
|
Research Collaborator |
| 2011 – 2012 |
|
Science Education Specialist |
| 2005 – 2010 |
|
Project Coordinator and Science Curriculum Writer |
| 2000 – 2005 |
|
Secondary Science Teacher |
| 1998 – 2000 |
|
Precalculus Instructor |
EDUCATION
| 2017 |
Phd |
University of Luxembourg, Esch-sur-Alzette, Luxembourg |
| 2000 |
EdM |
State University of New York at Buffalo, Buffalo, USA |
| 1994 |
BA |
State University of New York at Buffalo, Buffalo, USA |
Last updated on: 16 juin 2021
I co-teach courses in the Bachelor in the Science of Education program at the University including “Kind, Natur, und Technik” and “Natur- und Geschellschaftswissenschaften” in der Grundschule, at the University of Luxembourg.
Last updated on: 06 avr 2018
Research Interests
- Science education in primary schools
- Integrated science and literacy learning
- Learning in multilingual contexts
- Collaborative autoethnography
Last updated on: 22 fév 2016
I am a member of the following professional associations:
- ESERA – European Science Education Research Association
- LuxERA - Luxembourg Educational Research Association
- NARST – National Association for Research in Science Teaching
Last updated on: 13 déc 2018
Selected works
- Siry., C., Wilmes, S.E.D., Haus, J.M. (2016). Examining children’s agency within participatory structures in primary science investigations.Learning, Culture and Social Interaction.
- Bryce, N., Wilmes, S.E.D., Bellino, M. (2016). Inquiry identity and science teacher professional development. Cultural Studies of Science Education.
- Siry, C., Teuchert, A., & Wilmes, S. (2012). Linking science investigations and language in a multilingual classroom, in: Jarvis, T. (Hrsg.).Integrating Science Inquiry Across the Curriculum, Companion Resources For Implementing Inquiry in Science and Mathematics at School, S. 41-43.
- Wilmes, S. and J. Howarth. (2009). Using Issues-Based Science in the Classroom.The Science Teacher, 76(7), 24 – 29.
Science Education Curricula
- Bellantoni, J., Willcox, M. and S. Wilmes. (2011). Sustainability.Science and Global Issues. The Science Education for Public Understanding Program, Lawrence Hall of Science, University of California, Berkeley, California, ISBN: 1603013288
- Willcox, M., Howarth, J., and S. Dombkowski. (2011). Ecology: Living on Earth.Science and Global Issues.The Science Education for Public Understanding Program, Lawrence Hall of Science, University of California, Berkeley, California, USA. ISBN: 1603013288
- Dombkowski, S., Nagle, B., Howarth, J. and M. Willcox. (2008). Genetics: Feeding the World.Science in Global Issues. Second field test edition. The Science Education for Public Understanding Program, Lawrence Hall of Science, University of California, Berkeley, California, USA. ISBN: 160301328
- Dombkowski, S. and B. Nagle. (2008). Nanotechnology: The Power of Small. Viewer’s guides written in collaboration with ICAN productions and Science View at the Lawrence Hall of Science. Available online at www.powerofsmall.org.
- Dombkowski, S., Nagle, B. and D. Markey (2007).The Chemistry of Materials: Issues and Physical Science.Lab-Aids, Ronkonkoma, New York. USA. ISBN: 1603010076
- Hariani, M, Dombkowski, S. and D. Seaver. (2007).Studying Materials Scientifically: Issues and PhysicalScience.Lab-Aids, Ronkonkoma, New York. USA. ISBN: 1603010076
- Bellantoni, J., Hariani, M., Seaver, D., Nagle, B., Cuff, K., Dombkowski, S., and H. D. Thier. (2006).Issues in Earth Science. Science Education for Public Understanding Program. Lawrence Hall of Science. University of California, Berkeley, California, USA. ISBN: 1887725962
Last updated on: 22 fév 2016
2022
Building School-University Partnerships to Support Primary Science Education in Luxembourg; ; ; ;
Scientific Conference (2022)
Inquiry-based pedagogies as an inclusive practice: Approaches for in-service teacher education; ;
in Andersen, Katja Natalie; Ferreira da Silva, Brigida Ticiane; Silva de Moraes Novais, Valéria (Eds.) Educação, Cultura e Inclusão: Contextos internacionais e locais (2022)
The different lenses we look through: Examining the role(s) of language and communication in science education research; ; ; ; ;
Scientific Conference (2022, January 29)
2021
Adapting to Covid19 in Luxembourg: Centering community, diversity and access in remote primary teacher education for science.; ; ;
Scientific Conference (2021)
Working towards responsive science education pedagogies during a time of crisis: centering community, diversity and access; ; ;
Scientific Conference (2021, January 30)
Interaction rituals, emotions, and early childhood science: digital microscopes and collective joy in a multilingual classroomin Cultural Studies of Science Education (2021), 16
Multimodal Interaction Analysis: a Powerful Tool for Examining Plurilingual Students’ Engagement in Science Practices Proposed Contribution to;
in Research in Science Education (2021)
2020
Working toward equitable research practices: the value of highlighting complexity and respecting context;
in Cultural Studies of Science Education (2020)
Science notebooks as interactional spaces in amultilingual classroom: Not just ideas on paper;
in Journal of Research in Science Teaching (2020)
2019
A Critical Co/Autoethnographic Exploration of Self: Becoming Science Education Researchers in Diverse Cultural and Linguistic Landscapes;
in Bazzul, Jesse; Siry, Christina (Eds.) Critical voices in science education research: Narratives of academic journeys (2019)
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)
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
Student-driven Inquiry-based Science Education in Luxembourg Primary School ContextsDoctoral thesis (2017)
Problematizing video analysis rooted in the verbal: Examples from culturally and linguistically diverse science classrooms in Luxembourg; ; ;
Scientific Conference (2017)
2016
Examining children’s agency within participatory structures in primary science investigations; ;
in Learning, Culture and Social Interaction (2016), 10
Inquiry identity and science teacher professional development; ;
in Cultural Studies of Science Education (2016), 11(2), 235-251
2015
The role of wondering in inquiry-based science education: Expanding the notion of questions.; ;
Presentation (2015)
