Using moments of wonder in Science with pre-service teachers

Does the use of a weekly wonder wall in a BEd Science unit promote wonder amongst primary preservice teachers (PSTs)?

From the questions elicited, there is certainly evidence to suggest that the use of a wonder wall promoted and fostered Physical, Personal, Metaphysical and Pedagogical wonder amongst primary preservice teachers. A substantial contribution of this research is the elicitation of evidence to suggest expanding the categories of wonder from Stolberg’s original framework, particularly when working with PSTs. Compared to asking in class, PSTs appeared to have a higher level of confidence to ask scientific questions during the wonder time. How much of an impact on confidence probably varies, is difficult to measure, and in any case, beyond the scope of this study. The use of the wonder wall allowed briefs moments of laughter and celebration into the Science classroom. Although these moments may seem trivial, and what some might label a waste of time, I would describe the use of the wonder wall, especially in the first few weeks, as a little ‘anxiety icebreaker’ for students who are probably weighed down by their negative beliefs and attitudes to Science from their experiences in school. Perhaps the most valuable impact though is how the wall helped form a visible science learning culture. A learning culture characterised by peer discussions of scientific issues, questions and engagement in the sciences. Establishing a culture of risk taking, upholding students’ anonymity and expecting all to contribute set the scene for students to participate in their own little scientific community, even if they didn’t know it.

What is the nature and sophistication of PST’s wonders regarding science content and what might that tell us about their conceptualisations of science?

Students wondered about a wide variety of stimuli ranging from black holes to the etymology of science. 43% of students’ questions were wonderment about nature with a considerable number of questions regarding celestial objects and astronomy. 37% of questions were classified as wonderment about human beings or their work. A considerable amount of these questions revolved around wonder about structures and functions of the human body. A small number of students questioned philosophical and pedagogical concepts within a scientific paradigm. Although this study was exploratory in nature, these study’s findings imply that many PSTs view the discipline of science from a primarily positivist paradigm. From such a paradigm, science is merely a set of laws regarding cause and effects that can be understood if scientific methods are applied to phenomenon (Appleton, 2013). Such findings hint at PSTs’ typically narrow, positivist–aligned conceptualisations of the sciences.

What are the possibilities and implications for utilising pedagogical strategies steeped in wonder?

The implications of using a wonder wall may be one modest strategy used to build PSTs’ interest in Science. The use of a wonder wall appears to promote a learning environment that helps students utilise their connections to wonder. Hadzigeorgiou (2012) asserts that when utilising 'wonder' as a pedagogical framework, one must consider the tentative nature of knowledge, the willingness to consider "unexpected connections between phenomena and ideas" (p.989) and an appreciation for the beauty of the natural world. Tapping into students’ curiosity and wonder may evoke a deeper aesthetic appreciation of the sciences.