A Phenomenological Study of Teacher and Student Experience Within a Community of Inquiry: Utilizing Wonder-Infused Pedagogy in an Elementary Outdoor Classroom.

Saved in:

Bibliographic Details
Title:	A Phenomenological Study of Teacher and Student Experience Within a Community of Inquiry: Utilizing Wonder-Infused Pedagogy in an Elementary Outdoor Classroom.
Authors:	Gilbert, Andrew¹ agilbe14@gmu.edu, Dean, Steph N.²
Source:	School Community Journal. Spring/Summer2026, Vol. 36 Issue 1, p67-92. 26p.
Subject Terms:	Community of inquiry, Outdoor education, Student engagement, Science education, Teaching experience, Teaching methods, Phenomenology, Participant observation
Abstract:	This interpretive phenomenological study explores how wonder-infused pedagogy, enacted within an elementary outdoor classroom, supported the development of a community of inquiry. We position community of inquiry as the overarching framework for cultivating social, cognitive, and teaching presence; wonder as the pedagogical driver; and outdoor learning as the authentic context for engaging in science practices. In response to schooling contexts that often privilege testing and individual achievement over collaborative inquiry, we examined an eight-week outdoor wonder project with third- through fifth-grade students. Data sources included group interviews, student journals, teacher reflections, and photographs. Students engaged in weekly wonder journaling and culminated the project in a school-based wonder fair focused on self-selected scientific phenomena. Findings indicate that wonder-infused pedagogy fostered joyful struggle, collaborative sensemaking, and shared vulnerability, strengthening students’ engagement in science practices and deepening classroom community. The teacher’s intentional design and facilitation were central to sustaining open-ended inquiry. The project also extended discourse beyond the classroom, broadening the community of inquiry to include families and the wider school community. [ABSTRACT FROM AUTHOR]
	Copyright of School Community Journal is the property of Academic Development Institute and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This interpretive phenomenological study explores how wonder-infused pedagogy, enacted within an elementary outdoor classroom, supported the development of a community of inquiry. We position community of inquiry as the overarching framework for cultivating social, cognitive, and teaching presence; wonder as the pedagogical driver; and outdoor learning as the authentic context for engaging in science practices. In response to schooling contexts that often privilege testing and individual achievement over collaborative inquiry, we examined an eight-week outdoor wonder project with third- through fifth-grade students. Data sources included group interviews, student journals, teacher reflections, and photographs. Students engaged in weekly wonder journaling and culminated the project in a school-based wonder fair focused on self-selected scientific phenomena. Findings indicate that wonder-infused pedagogy fostered joyful struggle, collaborative sensemaking, and shared vulnerability, strengthening students’ engagement in science practices and deepening classroom community. The teacher’s intentional design and facilitation were central to sustaining open-ended inquiry. The project also extended discourse beyond the classroom, broadening the community of inquiry to include families and the wider school community. [ABSTRACT FROM AUTHOR]
ISSN:	1059308X