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Wonder and elementary science : rekindling a sense of wonder in a methods course

University of British Columbia

Elementary science educators face many challenges in the United States, such as a lack of preparedness to teach science, inquiry models that utilize a reductionist approach to teaching standards, and a lack of imagination and creativity in available curricula. To address these issues, this dissertation proposes a model to promote student wonder through elementary science instruction. A framework of philosophical wonder informed the development of activities for pre-service teachers in an elementary science methods course, and this study drew on principles of phenomenological case study methodology to describe the experience of pre-service teachers in a 10-week methods course infused with open-ended wonder inducing activities and to learn how developing a sense of wonder in elementary pre-service teachers informed their ideas and attitudes about science instruction. Pre-service teachers participated in activities throughout an elementary science methods course specifically designed to develop their sense of wonder. Pre- and post- survey data and course artifacts were collected during the course, and interviews were conducted one year later with a small group to learn about the experience of pre-service teachers throughout the course and how such a course informed their ideas about teaching science. Survey data was analyzed qualitatively, course artifacts were coded using NVivo software to identify emerging themes, and interviews were transcribed and analyzed qualitatively to compare those themes with attitudes and ideas one year later. Findings revealed that a 10-week course infused with wonder-inducing activities prompted shifts in the way participants approached science instruction and viewed science in their daily lives. Practice engaging in philosophical wonder in a science methods course led to reflexive wonder, which has implications for teacher education programs and elementary science programs interested in connecting pre-service teachers and elementary students with nature and strengthening the practice of asking questions. More research is needed to learn about the inclusion of philosophical wonder in elementary science instruction.

Text

2020-12-23

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/76874

Science Education

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/