Christina Siry

Chris Siry holds a PhD in Urban Education, City University of New York, specializing in Science Education and joined the CODI-SCILE-A project from September 2009 to September 2011 (Prof. Dr. Charles Max).

Christina Siry is currently a post-doctoral researcher on the CODISCILE-A project in LCMI, investigating young children’s interactions as they learn science. In particular, she is focusing on the ways in which inquiry is embedded in, and emergent from, children’s collaborative investigations. She is also working in the EMACS research unit, collaborating on the European-wide Fibonacci project that focuses on disseminating inquiry-based math and science education throughout Europe. She has several active lines of research that focus on the two intertwined areas of science learning and learning to teach science, particularly at the elementary / early childhood levels. At the foundation of her work is the importance, and the complexity, of working towards incorporating multiple voices and perspectives in teaching and in research. Specifically, she focuses on the use of collaborative pedagogies and participatory methodologies as tools for transforming science teacher education and science education at the primary and pre-primary levels. She has recently received the “Outstanding Dissertation Award” from Division K of the American Educational Research Association, and the “Innovations in Teaching Science Teachers” Manuscript Award from the Association for Science Teacher Education.