This paper aims to offer conceptual clarification on the use of the concept of human flourishing with regard to children. The implications of this study are considerable and offer strategies for educators seeking to incorporate science practices in an authentic way that integrates both wonder and outdoor learning. The data indicate that wonder is an authentic and viable route towards the implementation of the science practices within an elementary school setting. Through a qualitative data analysis, four main themes emerged that provide insight into the experiences of the students within the study: joy, community, autonomy, and challenges. The evidence suggests that students strongly engaged in investigative science practices, and that they also experienced opportunities for sensemaking and critiquing practices. We interviewed twenty students in Grades 3 through 5 who had participated in wonder journaling sessions outdoors that led to an investigative project and presentation. This study considered science practices within a wonder-framed nature study as one possible way for educators to support students as they take on the role of scientists. We conclude that the new framework and questionnaire allow research regarding wonder in education to be extended from mainly theoretical work to empirical research that can also advance educational practice.ĭespite recent reforms concerning how students engage in science, there have been significant challenges for educators seeking to consistently implement science practices within the classroom. Overall, the results suggest that the WEQ has satisfactory psychometric properties. The dimensionality analyses identified two primary dimensions of teaching strategies and confirmed the three-dimensional structure of a school policy for stimulating wonder. Third, using comprehensive psychometric analyses of the data of N = 220 teachers and N = 91 principals from 182 Dutch schools, we investigated the dimensionality, reliability and validity of the WEQ. The WEQ is completed by teachers and principals to quantitatively assess the degree to which primary schools and their teachers provide a wonder-stimulating environment. Second, based on this framework, we developed the multidimensional Wonder-full Education questionnaire (WEQ). First, we present a theoretical framework to identify eight teaching strategies and three school policy dimensions relevant for teachers and schools to stimulate wonder in children. Our study advances the research regarding wonder in education in three different ways. Many recent studies emphasize the fundamental importance of stimulating wonder in education, for example, to increase children’s intrinsic motivation to learn and their emotional engagement with the lesson contents.
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