A Phenomenological Study of Teacher and Student Experience Within a Community of Inquiry: Utilizing Wonder-Infused Pedagogy in an Elementary Outdoor Classroom.
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| Title: | A Phenomenological Study of Teacher and Student Experience Within a Community of Inquiry: Utilizing Wonder-Infused Pedagogy in an Elementary Outdoor Classroom. |
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| 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194532569 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Phenomenological Study of Teacher and Student Experience Within a Community of Inquiry: Utilizing Wonder-Infused Pedagogy in an Elementary Outdoor Classroom. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gilbert%2C+Andrew%22">Gilbert, Andrew</searchLink><relatesTo>1</relatesTo><i> agilbe14@gmu.edu</i><br /><searchLink fieldCode="AR" term="%22Dean%2C+Steph+N%2E%22">Dean, Steph N.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22School+Community+Journal%22">School Community Journal</searchLink>. Spring/Summer2026, Vol. 36 Issue 1, p67-92. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Community+of+inquiry%22">Community of inquiry</searchLink><br />*<searchLink fieldCode="DE" term="%22Outdoor+education%22">Outdoor education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+experience%22">Teaching experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Participant+observation%22">Participant observation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194532569 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 67 Subjects: – SubjectFull: Community of inquiry Type: general – SubjectFull: Outdoor education Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Science education Type: general – SubjectFull: Teaching experience Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Phenomenology Type: general – SubjectFull: Participant observation Type: general Titles: – TitleFull: A Phenomenological Study of Teacher and Student Experience Within a Community of Inquiry: Utilizing Wonder-Infused Pedagogy in an Elementary Outdoor Classroom. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gilbert, Andrew – PersonEntity: Name: NameFull: Dean, Steph N. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Spring/Summer2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1059308X Numbering: – Type: volume Value: 36 – Type: issue Value: 1 Titles: – TitleFull: School Community Journal Type: main |
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