Accessing Science Through Wonder: The Use of Wonder-Infused Pedagogy With Preservice Elementary Teachers

• In Event: Marriott Roundtable Session 34
  In Roundtable Session: The Impact of Professional Development on Science Teacher Cognition and Motivation

Abstract

This paper describes a pedagogy designed to evoke wonder and reports on the findings of an empirical study examining pre-service elementary teachers’ (PSETs’) responses to this pedagogy within a science methods course. Specifically, the use of ungraded wonder journals and a personal wonder project were investigated using qualitative analysis of PSET focus group interviews, classroom observations, teacher educator interviews, the wonder journals and wonder project. Findings point to the role wonder can play in the development of personal connections to science as well as in the development of the pedagogical courage necessary for PSETs to make room for meaningful and authentic science instruction in their future practice.

Authors

• Christie Byers, George Mason University

• Andrew Gilbert, George Mason University