Abstract
What do children really wonder about? What encourages children to wonder? Where is space found for children to share their wonderings in school? What, if any, is the role of the teacher in a child's wondering? And what is the value of wondering in primary science classrooms today? Lynne Bianchi shares the answers she and others found in a recent project, involving the innovative use of music, poetry, film, photos, wonder boxes, and walks. These activities then allowed for the introduction of more scientifically related stimuli, enabling the children's wonderings to link to aspects of the curriculum. In addition, describing the qualities of outstanding scientists and the role of science in the wider world also led to children being more aware of their role as scientists and what it meant to work scientifically.
| Original language | English |
|---|---|
| Pages (from-to) | 19-22 |
| Number of pages | 4 |
| Journal | Primary Science |
| Volume | 128 |
| Publication status | Published - May 2013 |
Keywords
- creativity
- creative thinking