Paths to Inquiry-Based Teaching: Using Wonder-Infused Pedagogy to Facilitate Elementary Science Practice

• In Event: AERA Poster Session 11
  In Poster Session: Science Teaching and Learning: Preservice and In-Service Science Teacher Learning

Abstract

Teacher educators face the ongoing challenge of engaging pre-service elementary teachers (PSETs) in meaningful science learning and teaching experiences. This instrumental case study investigated the impact of wonder-infused approaches on pre-service teachers as they moved into both their teaching internships and first year in the classroom. Data collected included individual interviews, classroom observations, pre-service teacher action research projects and teacher reflections. Findings indicated that beginning teachers could rekindle positive connections to science even if they carried prior negative opinions of science. More importantly, these beginning teachers were able to translate these connections and experiences, with wonder, to enact inquiry-based practice in their internships and their first year in the classroom.

Author

• Andrew Gilbert, George Mason University