Christina Siry

• Professor of learning and instruction at University of Luxembourg

This study examines young children’s ideas about natural science phenomena and explores possibilities in starting investigations in kindergarten from their ideas. Given the possibilities inherent in how young children make sense of their experiences, we believe it is critical to take children’s perspectives into consideration when designing any act...

Uncertainty is an essential component of scientific inquiry and it also permeates our daily lives. Understanding how to identify, evaluate, resolve and live in the presence of uncertainty is important for decision-making strategies and engaging in transformative actions. In contrast, confidence and certainty are prized in elementary school classroo...

In a recently published article in Cultural Studies of Science Education (Volume 6, Issue 2) titled, What does playing cards have to do with science? A resource-rich view of African American young men, Alfred Schademan (Cult Stud Sci Educ 6:361–380, 2011) examines the resources that African American young men learn through playing a card came calle...

Using critical ethnography guided by cultural sociology, this paper examines the role of ‘co’ in teacher education; coresearching, coteaching, and cogenerating dialogue. The authors are a pre‐service teacher and a college instructor, and through our multiple perspectives and positionings, we explore how collaboration served to dismantle teacher–stu...

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 foc...

Equity‐focused calls for elementary education reform recognize the importance of student and teacher translanguaging, yet nuances of how this process unfolds in early childhood science is an underexplored area. This study examines young plurilingual children's participation in science investigations, with a view toward understanding how open‐ended...

Over the past decades, languages and literacies have become a prominent focus in science education research and practice. While there is broad consensus on the central roles of disciplinary, representational, and cultural languages and their associated literacies in learning and teaching science, the field faces a critical moment. An ever-growing n...

This chapter explores how we, the authors, have come together in dialogue and across differences to conceptualise how working towards social justice in science education can serve as a uniting perspective to bridge contexts. This process of coming together can support striving towards a science education practice grounded on equity, inclusion, and...

We report a longitudinal study carried out along 3 years in an early childhood education (ECE) classroom in which we examined children’s (aged 3–6) engagement with science representations. The research questions are as follows: (1) How do children’s science representations develop from ECE1 to ECE3? (2) What are the features and affordances of the...

This is a pre-print, reviewed and accept version of the manuscript. This chapter explores what is known about preparing early childhood teachers for science teaching. A review of recent research literature revealed findings closely related to those from elementary teacher preparation, with the majority addressing how various interventions, predom...

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 manu...

This chapter explores children’s interactions in a multilingual classroom to examine the different ways plurilingual students used communicative resources in interaction during science investigations. The aim of this research is to illuminate how these culturally and linguistically diverse young students drew on numerous resources during science in...

This contribution to the APSE special issue, “Equity and Diversity in Science Education: Implications for the Asia-Pacific Region,” presents research on plurilingual students’ interactions in science drawn from several studies in the multilingual context of Luxembourg. The goal of the manuscript is to present dialogic pedagogies and multimodal meth...

This article is our editorial as guest editors to this special issue “Examining the complexities of science education in multilingual science classrooms: International perspectives.” This issue reflects the importance of, and growing interest in, multilingual science education due to different socio-political and economic realities around the world...

The Authenticity Criteria (AC) were established by Egon Guba and Yvonne Lincoln in 1989 in order to judge the authenticity of qualitative research and in this chapter, we discuss how we enact the AC in our science education research. These criteria were developed in response to the positivistic assumptions of internal and external validity, reliabi...

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...

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 stude...

This manuscript elaborates the value of looking beyond the written and spoken word in science education research and practice at the early childhood level. We examine one plurilingual child’s descriptions of a science activity to explore the diversity of resources that she used while expressing her understandings of a sound investigation. We demons...

Pour une même question de recherche, la mise en œuvre de cadres théoriques distincts amène naturellement des analyses très différentes d’une même vidéo et qu’il est donc souvent utile de croiser des analyses basées sur des cadres différents, chaque lecture s’enrichissant des indices signifiants identifiés par les autres analyses indépendantes. Cett...

This paper offers analyses from a project examining the construction of narrative assessments within elementary science investigations. We examined how positioning children to express understandings through narrative assessments created spaces for revealing children’s perspectives on classroom experiences with their teachers and each other. Four fi...

In this chapter we explore how the materials at hand mediated what occurred in intra-action within young children’s science investigations. We draw on post-human theoretical perspectives, notions of materialism (Hultman K, Lenz Taguchi H, Int J Qual Stud Educ 23(5):525-542, 2010) and agential realism (Barad K, Signs 28(3):801–831, 2003) to decentre...

The following volume is a space where a diverse array of science educators and researchers lay out their stories of coming to work in a field full of barriers, challenges, and contradictions. Historically, science education has seldom provided a space for the stories of educators, although that is now changing. Scientific endeavour, which for us in...

This book is a collection of narratives from a diverse array of science education researchers that elucidate some of the difficulties of becoming a science education researcher and/or science teacher educator, with the hope that through solidarity, commonality, and “telling the story”, justice-oriented science education researchers will feel more s...

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 communicati...

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students' self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing s...

Culturally and linguistically diverse (CLD) students have different home languages and cultures from many of their peers, In our context, these students suffer from higher school drop-out rates than their peers and are far behind their peers in sciences. doi:10.1787/19963777. This study investigates the interactions of a nine-year-old child whose h...

Report produced by the participants of the workshop The Role of Science Education in a Changing world, 8-12/1 2018

text: This afterword provides a culminating reflection on the preceding chapters in this volume. I provide a response to the chapters individually as well as to the book as a whole, by considering the possibilities for 'troubling' the field of science education and imagining the potentials for transformation. In doing so, I use selected writings fr...

In this paper, we seek to explore the inseparable role of emotions in the teaching and the learning of science at the primary school level, as we elaborate the theoretical underpinnings and personal experiences that lead us to this notion of inseparability. We situate our perspectives on the complexity of science education in primary schools, draw...

This research examines the use of participatory structures with children in a fourth grade classroom as they engage in an inquiry-based science unit. The dialectical relationship between structure and agency is central to exploring these children's investigation, as children engaged in an investigation designed partly by themselves, in collaboratio...

In this editorial we reflect on the intersections between the review and publishing policies of Cultural Studies of Science Education (CSSE) and the challenges and possibilities in global science education publishing. In particular we discuss the tensions associated with open or closed review policies, the hegemony of English as a language of publi...

At hand of one curricular examples, different standpoints were illustrated in order to problematize science as a discipline, and investigate, how we can learn from the contingencies and diversities, rather than merging them into one narrative.

This study investigates inquiry-based science activities in elementary school and examines ways in which science emerges from young students’ interactions. Regarding the context-sensitive organization of children’s talk around and about collaborative inquiry processes, the research foregrounds the quality of the learners’ semiotic resources they re...

This paper presents an approach to preservice science teacher education coupling video analysis with dialogue as tools for fostering teachers. ability to notice and reflexively interpret events captured during teaching practicum with the intent of transforming classroom practice. In this approach, video becomes a tool with which teachers connect th...

In this chapter we focus on a science methods course for pre-service teachers that has been structured to provide a field-based approach to learning how to teach science at the elementary level. Utilizing coteaching and cogenerative dialogue (cogen) (Tobin and Roth 2006), this course is built around collaboration and shared classroom experiences, i...

This chapter explores political involvement of youth through the perspectives of the third author, Dylan. We reflexively consider Dylan’s involvement in politics to extend his perspectives on political participation and analyze the ways in which politics impact children, and in turn, how children impact politics. Pushing back on the popular notion...

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 explora...

This ethnographic research examines how children enact developing understandings in science through multiple interactions. Grounded in sociocultural theoretical frameworks, we consider learning to be a social, cultural practice, with understandings as co-constructed between participants through talk and in interactions. With these underpinning fram...

This work uses text and photos to explore research into visual methods with children in Pakistan and Luxembourg. Children are typically positioned as unable to participate as actors in the knowledge economy. Their insights and voices are seldom heard in educational spaces. Using image-based research the authors solicited the voices of children by e...

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In this forum paper, I respond to issues raised by Kristina Andersson and Annica Gullberg in their article titled What is science in preschool and what do teachers have to know to empower children? (2012). I seek to continue the discussion begun with Andersson and Gullberg’s paper, by further exploring the questions they introduce to guide their pa...

We review Key Works in Critical Pedagogy: Joe L. Kincheloe edited by kecia hayes, Shirley R. Steinberg and Kenneth Tobin, which gathers the seminal works of Joe. L. Kincheloe and pairs them with contemporary scholars who respond to and push forward Kincheloe’s work. The chapters of Key Works in Critical Pedagogy are arranged to begin with Kincheloe...

This research investigates the interconnectedness of scientific inquiring at the early childhood level, as we explore the discourse-in-interaction processes occurring within small inquiry groups of 5- and 6-year-old children. The rationale behind this research is to explore the nature of science-related discourse, and to that end, this work focuses...

Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the...

In this chapter, we examine trends involving video usage in science teacher education and science education research. We trace developments in video technologies and explore examples of the ways in which video/multimedia have been utilized in the education of science teachers. We conclude the review by summarizing our findings, and offer implicatio...

In this paper, we employ cultural sociology and Braj Kachru's model of World Englishes as theoretical and analytical tools for considering English as a form of capital necessary for widely disseminating research findings from local networks of practice to the greater science education research community. We present a brief analysis of recent author...

This article details a field‐based methods course for preservice teachers that has been designed to integrate shared teaching experiences in elementary classrooms with ongoing critical dialogues with a focus on highlighting the complexities of teaching. I describe the structure of the course and explore the use of coteaching and cogenerative dialog...

Through the examination of the experiences of a pre-service teacher participating in a field-based science methods course, we make evident the ways in which a combination of collaborative teaching experiences and reflexive dialogues allowed for the evolution and transformation of her identity. This teacher is Johaira Lara, the second author of this...

We are a group of science educators and researchers who are culturally diverse as well as diverse in our science teaching and learning experiences. We have worked with teachers and students from the elementary through the university level. In reading the four chapters in this Part C, we draw on our experiences of researching and teaching in various...

This review essay adds to the conversation to which Allison Skerrett and Hannah Sevian contribute in their article, Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service. Here we address the need to reconceptualize faculty service in public schools and traditional notions of scholarship. We discuss the...

In Implications of Sense of Place and Place-Based Education for Ecological Integrity and Cultural Sustainability in Contested Places, Steven Semken and Elizabeth Brandt explore the construct of place and suggest that place-based education can serve as a mutually advantageous transaction between people and place in contested areas. In this chapter,...

This paper presents the results of a study conducted with second grade students and pre-service teachers. This study examined the possibilities for engaging children in critical discourse about their classroom science experiences. At the heart of this discussion lies the desire to provide a space for teachers and children to develop relationships a...

This chapter focuses on the implementation of coteaching and cogenerative dialogue as foundational components in science teacher education courses. Our use of coteaching emphasizes sharing responsibility for teaching and learning science and science pedagogy with our students. Cogenerative dialogues are conversations between classroom participants...

Trevor Owens’ paper provides a critique of the role of gender and authority in selected children’s books that presented biographies of Albert Einstein and Marie Curie. In the context of discussing Trevor’s (2009) article about children’s literature, this forum explores issues related to the (a) representation and construction of gender, science, an...

This paper focuses on a conversation with Dr. Kenneth Tobin, which took place in June 2009 at The Graduate Center of the City University of New York (CUNY), where he is Presidential Professor in the Urban Education Program. Our purpose was to focus on Ken's career in science education, and to discuss the past, present, and future of his research in...

Wolff-Michael Roth’s In Search of Meaning and Coherence: A Life in Research, presents a selection of his previously published key works layered with current commentary and analysis. In this book review, we explore themes that emerge through the text to trace Roth’s development as a theoretician and as a researcher. We recommend this book for all th...

This study explores the use of coteaching and cogenerative dialogue in pre-service elementary teacher education, and the ways in which collaborating to share responsibility for learning and teaching can afford the development of solidarity and new teachers' identity transformations. Specifically, the research detailed in this dissertation focuses o...

We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we consi...