Editors

​Catherine Milne is professor in science education and Chair of the Department of Teaching and Learning at New York University. Her research interests include the role of material culture in teaching and learning, socio-cultural elements of teaching and learning science, the role of the history of science in learning science and models of teacher education. She is co-Editor-in-Chief for the international journal, Cultural Studies of Science Education and co-editor of two book series, one for Springer Nature and the other, Brill Sense Publishers.

Christina Siry is professor of learning and instruction at the University of Luxembourg and her research examines the ways in which young children develop and transform their science understandings through multilingual, multi-modal 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 plurilingual young children interact with peers, teachers and materials as they engage in science lessons. 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.