Viljan att lära. En studie om lärarstudenters förundran inför naturen

Abstract

In school, teachers are expected to stimulate students' curiosity and their own desire to learn. As a biology teacher, I want to promote this, especially since science has developed through people's inner desire to explore. But how to do this is not entirely obvious. Previous research has shown that experiences that evoke wonder can be used as a pedagogical tool to trigger a spontaneous learning process. The theory is based on the idea that wonder provides enough motivation to overcome the barriers between the individual and the learning object. This study aims to explore the kind of experiences that lead to wonder in order to find out how to apply it in the classroom. The main question is what characterizes experiences that evoke a sense of wonder. Furthermore the study examines how wonder is described in reaction to these experiences. Finally, the methods used to explore and learn as an effect of wonder are examined. Data has been collected by interviewing biology teacher students in groups about their relationship with nature. Through thematic analysis, three themes with sub-themes have been identified. These have formed a basis for the discussion through which the questions have been answered. The results show that experiences which evoke wonder are characterized by unexpected elements, encounters with nature's vastness, and opportunities to build relationships with nature. Wonder is described by participants in terms of emotional engagement, curiosity and with awe of nature. The methods the participants use to learn are exploring by touch and seeking information by asking questions.