Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 2, Article 1 (Dec., 2016) Grant COOPER and Andrew GILBERT Using moments of wonder in Science with pre-service teachers Contents Next

Using moments of wonder in Science with pre-service teachers

 

Grant COOPER

RMIT University, 124 La Trobe St, Melbourne, Victoria 3000, AUSTRALIA
Email: grant.cooper@rmit.edu.au

Andrew GILBERT

George Mason University, 4400 University Dr, Fairfax, VA 22030, USA

Received 13 May, 2016
Revised 11 Dec., 2016

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Contents

• Abstract
• Introduction
  • Positively impacting PSTs’ perceptions of Science
  • Wonder and the Sciences
  • Wonder as science pedagogy
• Research questions
• Methodology
  • Case Study
  • Context, Participants and Study’s Data Artefacts
  • Students’ Reported Confidence to Teach Curriculum Area
  • Data Analysis
• Results and Disscussion
  • Thematic analysis of PSTs’ wonders
  • Laughter and fun in the Science classroom
  • Visible science learning culture
  • PSTs’ evaluations of the Wonder wall
  • Use of Wonder wall in future science teaching
  • Some possible frustrations
• Summary
• Does the use of a weekly wonder wall in a BEd Science unit build wonder amongst primary preservice teachers (PSTs)?
• What is the nature and sophistication of PST’s wonders regarding science content and what might that tell us about their conceptualisations of science?
• What are the possibilities and implications for utilising pedagogical strategies steeped in wonder?
• References
• Appendices
• Appendix 1: Physical wonderment
• Appendix 2: Personal being wonder
• Appendix 3: Metaphysical wonder
• Appendix 4: Pedagogical wonder
• Appendix 5: Wonder Wall Board
• Appendix 6

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Abstract

One approach to address preservice teachers’ (PSTs) often negative associations with science is through the promotion of wonder. This study investigated the impacts that engagement with science wonderings had on PSTs at a large Australian metropolitan university. Evidence from this case study indicated that engagement with wonder cultivated a culture of inquisitiveness within the PST university classroom. In particular, this approach fostered a learning culture characterised by peer discussions of scientific issues, questions and engagement in the sciences. The investigation built upon Stolberg’s typologies of wonder and builds additional categories to consider when working with PSTs. Survey and classroom data provided insights for participant perceptions with regard to wonder, which had direct implications for its use as a pedagogical tool.