Wonder as a tool to engage preservice elementary teachers in science learning and teaching

Gilbert Andrew; Byers Christie C.

摘要

Abstract > This exploratory project considers the use of wonder as a pedagogical tool with preservice elementary teachers (PSETs). An ongoing vexation facing science teacher educators is helping future elementary teachers overcome anxiety and negative associations with science due to their own school science experiences, while simultaneously encouraging innovative and ambitious teaching practice. Utilizing wonder as a pedagogical tool for emotional and aesthetic engagement with science holds promise as an entry point to connect future teachers with meaningful science content and practice. The link between wonder and science is well‐articulated by successful scientists throughout history, and yet is rarely employed explicitly within elementary or teacher education science learning contexts. Forging a pedagogy of wonder demands connection to the emotive embodiment of science as a uniquely human process that nurtures our intense need to know. This qualitative case study is an effort to better understand if utilizing pedagogy intentionally focused on wonder could impact PSETs’ perceptions of science and scientific thinking. This paper describes the key findings that emerged while utilizing pedagogy steeped in wonder with PSETs, and the degree to which engaging with wonder impacted their perceptions of science and their future science teaching. This research supports the critical role that wonder could play in changing PSETs’ relationship with science and assisting them in the development of the pedagogical courage necessary to envision possibilities beyond their past experiences. </abstract> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> <div class="translation abstracttxt"> <span class="zhankaihshouqi fivelineshidden" id="abstract"> <span>机译：</span><Abstract XMLNS =“http://www.wiley.com/namespaces/wiley”type =“main”xml：lang =“en”> <标题类型=“main”>抽象</ title> > 该探索项目考虑使用想知道</ i> 作为具有Preservice小学教师（PSETS）的教学工具。由于自己的学校科学体验，持续讨论科学教师教育者的持续烦恼正在帮助未来的小学教师克服与科学的焦虑和负面协会，同时鼓励创新和雄心勃勃的教学实践。利用奇迹作为与科学的情感和审美参与的教学工具持有承诺作为连接未来教师具有有意义的科学内容和实践的入学点。奇迹和科学之间的联系是历史上成功的科学家令人欣赏的，但在小学或教师教育科学学习背景下，很少明确地雇用。伪造奇迹的教学要求要求与科学的情感实施例的联系作为一种独特的人类流程，培养我们的强烈需要了解。这种定性案例研究是努力更好地了解，如果利用有意地专注于奇迹的教育学可能会影响PSETS对科学和科学思维的看法。本文介绍了在利用教育学沉浸在奇迹的同时出现的主要发现，以及与奇迹接触的程度影响了他们对科学的看法及其未来的科学教学。这项研究支持奇迹可以在改变PSETS与科学关系中发挥的关键作用，并协助他们在制定以预制过去经历的可能性所需的教学勇气。 </ p> </摘要> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> </div> <div class="record"> <h2 class="all_title" id="enpatent33" >著录项</h2> <ul> <li> <span class="lefttit">来源</span> <div style="width: 86%;vertical-align: text-top;display: inline-block;"> <a href='/journal-foreign-27921/'>《Science education》</a> <b style="margin: 0 2px;">|</b><span>2017年第6期</span><b style="margin: 0 2px;">|</b><span>共22页</span> </div> </li> <li> <div class="author"> <span class="lefttit">作者</span> <p id="fAuthorthree" class="threelineshidden zhankaihshouqi"> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Gilbert Andrew&option=202" target="_blank" rel="nofollow">Gilbert Andrew;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Byers Christie C.&option=202" target="_blank" rel="nofollow">Byers Christie C.;</a> </p> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zkzz" style="display: none;">展开▼</span> </div> </li> <li> <div style="display: flex;"> <span class="lefttit">作者单位</span> <div style="position: relative;margin-left: 3px;max-width: 639px;"> <div class="threelineshidden zhankaihshouqi" id="fOrgthree"> <p>College of Education and Human DevelopmentGeorge Mason UniversityFairfax Virginia USA;</p> <p>College of Education and Human DevelopmentGeorge Mason UniversityFairfax Virginia USA;</p> </div> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zhdw" style="display: none;">展开▼</span> </div> </div> </li> <li > <span class="lefttit">收录信息</span> <span style="width: 86%;vertical-align: text-top;display: inline-block;"></span> </li> <li> <span class="lefttit">原文格式</span> <span>PDF</span> </li> <li> <span class="lefttit">正文语种</span> <span>eng</span> </li> <li> <span class="lefttit">中图分类</span> <span><a href="https://www.zhangqiaokeyan.com/clc/697.html" title="教学理论">教学理论;</a></span> </li> <li class="antistop"> <span class="lefttit">关键词</span> <p style="width: 86%;vertical-align: text-top;"> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=curiosity&option=203" rel="nofollow">curiosity;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=elementary science&option=203" rel="nofollow">elementary science;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=inquiry&option=203" rel="nofollow">inquiry;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=wonder&option=203" rel="nofollow">wonder;</a> </p> <div class="translation"> 机译：好奇心;基本科学;探究;奇迹; 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