What is it about?
This paper describes a research project that studied multiple graduate students who were learning to be primary teachers. Those students were taught both the science content and methods needed for teaching elementary science using wonder as a central focus. This approach elevates some of the negative feelings many elementary teachers hold toward science and helps them teach in innovative ways.
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Why is it important?
Many primary teachers have negative associations with science content from learning science in schools that was primarily about memorizing large amounts of definitions without doing much real science thinking. This work shows what happens when future teachers get to think more like scientists through investigating wonder related questions about the natural world. Two findings are important here: 1) we can positively impact future teachers negative associations with science, and 2) this change can lead to teachers being more willing to teach science using innovative approaches.
Perspectives
I began using wonder in my own teaching as a way to bring joy to my classroom as well as a way to get my teachers to better understand what science really can be in the classroom. It is far more interesting when we embark on new questions and use scientific skills and tools to better understand the questions we have. This approach can be a pathway to better science outcomes for children and their teachers.
Dr. Andrew Gilbert
George Mason University
Read the Original
This page is a summary of: Wonder-Infused Pedagogy, November 2023, Brill,
DOI: 10.1163/9789004688490_006.
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