The goal of the SciTeach Center project is to create and support a sustainable, collaborative, network for primary school teacher professional development for teaching science in Luxembourg. In particular, we have worked to develop ways to use the insights gained in academic research for supporting teachers in the development of their educational praxis, particularly in primary school science.

The SciTeach Center team has developed a comprehensive in-service training program for science education, embedded in a research-driven professional development concept for primary school teachers. Through the project, we have developed opportunities for teachers that include professional development courses, teaching resources for loan, as well as collaborative research opportunities, all around the teaching and learning of science at the primary school level in particular. This is anchored in a resource center located in the Maison de Savoir in Belval, which houses and disseminates teaching materials for primary school science education. Materials are provided through the Science Teacher Resource Center for pre- and in-service teachers to borrow and use in their classrooms.

Courses are offered for pre- and in-service teachers, providing innovative pedagogical approaches for engaging young children in science, a particular focus of which targets strategies for working with culturally and linguistically diverse students.

The SciTeach Center project was initiated with three main objectives:

1) the development of a teacher professional development program,

2) the development of an accompanying science education resource center,

3) the establishment of a network to support the teaching of science at the elementary level.

Taken together, these three objectives set the foundation for the sustainable professional development of primary school teachers in science, with the overall goal of strengthening science teaching and learning in Luxembourgish primary schools and thus promoting science education to children, families, and teachers.

Embedded in this project is ongoing research to evaluate the effectiveness of the offerings as well as to support the continued evolution of the professional development program and accompanying resource center. At the center of the SciTeach Center project development has been the creation of a network of those working in the field of primary science education in Luxembourg, and the team has established several key collaborations with stakeholders including those working in informal education, teacher education, and science education.

The SciTeach Center hosts visiting scholars for short- and longer-term research exchanges, and the team collaborates in numerous international networks and projects.

The SciTeach Center initiatives have recently been enhanced through the FNR funded Sci2School project, which expands the offerings of the SciTeach Center through school-based professional development opportunities at several schools across the country.

Relevant Publications from SciTeach Center Team Members

2020

Presentations

te Heesen, K., Siry, C. (2020). Scientific Presentations in Universities or Research Centers : Scientific presentation in universities or research centers

Publications

Monteira, S.F., Jiménez-Aleixandre, M., & Siry, C. (2020) Scaffolding Children’s Production of Representations Along the Three Years of ECE: a Longitudinal Study. Research in Science Education.

Siry, C. (2020). Science education during times of crisis: Calling for reflections, responses, and forward thinking from the CSSE community. Cultural Studies in Science Education

Siry, C. & Gorges, A. (2020) Young students’ diverse resources for meaning making in science: learning from multilingual contexts. International Journal of Science Education

2019

Publications

Park, J. & Wilmes, S. E. D. (2019). A critical co/autoethnographic exploration of self: Becoming science education researchers in diverse cultural and linguistic landscapes. In C. Siry & J. Bazzul (Eds.), Critical Voices in science education research: Narratives of academic journeys. Dordrecht, The Netherlands: Springer.

Bazzul, J. & Siry, C. (2019). Critical voices in science education research: Narratives of academic journeys. Sense / Brill.

In press

Publications

Siry, Christina. Critical perspectives on learning to teach: Collaborative teaching and research in elementary teacher education. Springer (in press).

Siry, Christina. Situating difference as a valuable resource in education research. in Scantlebury, K. (Ed.) Moving science education into the 21st century: A festschrift in honor of Kenneth Tobin (in press).

2018

Publications

Wilmes, S.E.D., te Heesen, K., Siry, C., Kneip, N., Heinericy, S. (2018). The role of critical reflexivity in the professional development of professional developers: A co-autoethnographic exploration. Interfaces educação.

Wilmes, S.E.D. & Siry, C. (2018). Interaction rituals and inquiry-based instruction: analysis of student participation in small-group investigations in a multilingual classroom. Science Education.

Adams, J., Avraamidou, L., Bayram-Jacobs, D., Boujaoude, S., Bryan, L., Christodoulou, A., … Zembal-Saul, C. (2018).The Role of Science Education in a Changing World. Lorentz Center, Netherlands.

Siry, C., Andersen, K.N., Wilmes, S.E.D. (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.

Siry, Christina. (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.

Wilmes, S.E.D., Siry, C., Gomez-Fernandez, R., Gorges, A. (2018). Reconstructing science education within the language I science relationship. In Tobin, Kenneth; Bryan, Lynn (Eds.) 13 Questions: Reframing Education’s Conversation: Science.

Presentations

Siry, C., Wilmes, S.E.D., te Heesen, K., Kneip, N., Heinericy, S. (2018). Being and becoming Science Education Professional Developers: A Co-Autoethnographic Examination.

te Heesen, K., Kneip, N., Heinericy, S., Siry, C., Wilmes, S.E.D. (2018). The role of critical reflexivity in the professional development of professional developers: A co-authethnotaphic exploration.

Wilmes, S.E.D., Siry, C., te Heesen, K., Kneip, N., Heinericy, S. (2018). Critical reflexivity in the professional development of professional devlopers: A co-autoethnographic exploration. Poster.

te Heesen, K., Siry, C., Schreiber, C. (2018). From Epics to Novelization : Conceptualizing Science Education Curricula and Practices through a historical lens. Scientific Conference.