Cultivating Pedagogical Courage through Wonder-Infused Pedagogy

Abstract

In this editorial, written by Dr. Andrew Gilbert, positions wonder as a source of pedagogical change and connection to science. Drawing on research and practice, he discusses wonder‑infused pedagogy that is grounded in content, connection, and care as a means for preservice elementary teachers to build curiosity and agency in their science teaching. As a result, the piece highlights how centering sensemaking and inquiry-based experiences can counter contemporary constraints on science teaching.