W(h)ither the sense of wonder of pre-service primary teachers’ when teaching science?: A preliminary study of their personal experiences

Stolberg, Tonie L.

doi:10.1016/j.tate.2008.05.005

Cited by 13 publications

(12 citation statements)

References 19 publications

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“…Although the idea of being curious and having a sense of wonder in doing research is not a novel one (Daston & Park, 1998;Evans & Marr, 2006;MacLure, 2013;Stolberg, 2008), an approach of Vinciane Despret stands out among all the approaches, for it encourages researchers to work relentlessly with their curiosity, ask interesting questions, and immediately doubt them. What is most important, Despret does it not only and not so much for the sake of humanity as for the sake of morethan-humans.…”

Section: Curious Practice Unfoldingmentioning

confidence: 99%

“…Curiosity as a natural human ability for inquiry is commonly argued to be a desired trait in both teachers and students, scientists, and everyone who shares an idea of lifelong learning (Dewey, 1933;Schmitt & Lahroodi, 2008;Stolberg, 2008). Frederick Schmitt and Reza Lahroodi ( 2008), for example, attach a higher epistemic value to curiosity than to a sense of wonder, stating that "In wonder we are not overridingly motivated to resolve cognitive conflict, while curiosity motivates us to inquire" (p. 132).…”

Section: Curious Practice Unfoldingmentioning

confidence: 99%

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Unplanning Research with a Curious Practice Methodology: Emergence of Childrenforest in the Context of Finland

Vladimirova¹,

Rautio²

2020

Springer International Handbooks of Education

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This chapter explores the notion of curious practice and the methodology of its application in the context of primary school education in Finland. The concept of curious practice encourages usresearchers and educatorsto ask "How does curious practice help us to address children's relations to forests beyond the child (in) nature dualism?" Curious practice challenges the existing environmental education methodologies employed in recent years that draw heavily on research planning, the child's representation of nature, and the results of a completed study. Despret's (Domesticating practices: The case of Arabian Babblers. In G. Marvin and S. McHugh (Eds.), Routledge handbook of human-animal studies (pp. 23-38). New York: Routledge, 2014) approach of curious practice encourages researchers to unplan and make themselves available to the yet unknown, for every single encounter with the other is a mixture of unpredictability, the researcher's attentiveness, and imagination. The rationale behind curious practice is in learning more about what is seen and heard via questioning the encounters that accept various absences of a preconceived framework of research. As a necessary complement to such a methodology, the chapter also presents a semiotic approach, employed by Eduardo Kohn (How forests think: Toward an anthropology beyond the human. Berkeley: University of California Press, 2013), to inform the method of studying the logic of the world beyond human symbolism. The data used reveal an interdependency of children and forests that will be referred to as childrenforest in that it continuously generates a network of signs which adults and children themselves often are unable to access or represent. These present absences found in curious practice are crucial for our understanding of what we have overlooked while claiming that the other is known. With that, however, childrenforest cannot be fully grasped. Andrew Pickering's (Natures Sciences Sociétés, 1(21), 77-83, 2013) notion of islands of stability is utilized to elaborate the ways that childrenforests signal the presence of the seemingly stable configurations of their dynamic becoming. The chapter concludes with a short discussion of the potential areas of curious practice application beyond the ethological and childhood research.

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Section: Curious Practice Unfoldingmentioning

confidence: 99%

Section: Curious Practice Unfoldingmentioning

confidence: 99%

Unplanning Research with a Curious Practice Methodology: Emergence of Childrenforest in the Context of Finland

Vladimirova¹,

Rautio²

2020

Springer International Handbooks of Education

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“…VR may be a particularly good tool for science and literacy engagement because, as Stolberg () and others have argued, aesthetic elements are essential to science learning because they mimic how scientists operate within the world. Further, others have argued for the importance of wonder in science learning.…”

Section: Using Vr To Engage Students In Inquiry and Science Explorationmentioning

confidence: 99%

Using Virtual Reality to Explore Science and Literacy Concepts

Hutchison¹

2018

The Reading Teacher

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Evolving digital technologies provide opportunities to engage students in activities that go beyond print‐based reading and writing and help them develop skills for reading, writing, and communicating with digital technology. Virtual reality apps are a rapidly emerging form of digital technology that provides immersive experiences in real or imagined environments. Virtual reality creates sensory experiences that involve sight, touch, hearing, and motion to allow users to feel as though they are physically present in that environment. These types of immersive experiences can be used to engage learners in multimodal literacy practices as well as scientific practices such as forming hypotheses and interpreting data to inform courses of action. The author provides a classroom example of using virtual reality in an integrated science and literacy lesson to engage students in discovering, answering, and writing about questions they developed as they explored a virtual environment.

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“…Allowing our students to reflect on experiences that may have an enduring meaning for the individual is essential, especially when students can, consequently, be helped to transcend the event (Stolberg 2008b), to transform the very way they understand themselves and the world we all inhabit.…”

Section: 'Skilfully' Teaching Darwinian Evolutionmentioning

confidence: 99%

Teaching Darwinian Evolution: Learning from Religious Education

Stolberg

2009

Sci & Educ

Self Cite

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This article examines what science education might be able to learn from phenomenological religious education's attempts to teach classes where students hold a plurality of religious beliefs. Recent statements as to how best to accomplish the central pedagogical concept of 'learning from religion' as a vehicle for human transformation are explored, and then used to appraise the historical research into how Charles Darwin's responses to religious ideas influenced and were influenced by his scientific work. The issues identified as crucial for science educators to be aware of when teaching students Darwinian evolution are then outlined and, finally, suggestions are made to enable individual students to examine how their personal religious beliefs might interact with their growing understanding of Darwin's evolutionary approach.

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W(h)ither the sense of wonder of pre-service primary teachers’ when teaching science?: A preliminary study of their personal experiences

Cited by 13 publications

References 19 publications

Unplanning Research with a Curious Practice Methodology: Emergence of Childrenforest in the Context of Finland

Unplanning Research with a Curious Practice Methodology: Emergence of Childrenforest in the Context of Finland

Using Virtual Reality to Explore Science and Literacy Concepts

Teaching Darwinian Evolution: Learning from Religious Education

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