Christina Siry is professor of learning and instruction, and her research examines how young children develop and transform their science understandings through multilingual, multimodal interactions in schools. She has several lines of research that focus on the intertwined areas of science learning and learning to teach science, particularly at the primary and early childhood levels. Together with her research team, she investigates the ways in which young children interact with peers, teachers and materials as they engage in science lessons.
Grounded in critical perspectives, Christina’s work focuses on the necessity of incorporating multiple perspectives in research, and she draws upon collaborative pedagogies and participatory methodologies as tools for transforming science teacher education and science education. She is co-editor of the journal Cultural Studies of Science Education, and her work has been published in numerous international journals, including the International Journal of Science Education, Research in Science Education, Science Education, and Teaching and Teacher Education, among others. Most recently she has co-edited the book Critical Voices in Science Education: Narratives of Hope and Struggle, published by Springer.
One of her current projects is the Science Teacher Resource Center (SciTeach Center) on the Belval campus, which provides resources and continuing education opportunities to support primary school teachers in teaching science. Using a foundation of sociocultural theories, she and her team work with teachers to explore the emerging possibilities for drawing on the many diverse resources plurilingual students bring to the classroom.