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An empirical qualitative study tested whether science teaching can be designed to elicit students’ wonder through aesthetic experiences, defiance of expectations, agency, and a sense of mystery. Over six weeks, 45 seventh-graders participated in a formative intervention with interviews and logbooks; results show different wonder framings and continued difficulty explaining evolution.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-role-of-wonder-in-students-conception-of-and-learning-about-evolution/598369/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-role-of-wonder-in-students-conception-of-and-learning-about-evolution/598369.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is learning about evolution challenging for students?","Question",{"text":112,"@type":113},"Students must adopt new ways of seeing the world, master disciplinary language, and interpret complex and often invisible processes. The text also notes cognitive and emotional barriers that affect understanding.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study of students’ wonder conducted?",{"text":117,"@type":113},"The study used a formative intervention over six weeks, involving two science-education researchers and a seventh-grade teacher. Forty-five students participated in lessons and workshops.",{"name":119,"@type":110,"acceptedAnswer":120},"What triggers were used to elicit students’ wonder in evolution learning?",{"text":121,"@type":113},"The intervention incorporated four triggers: aesthetic experiences, defiance of expectations, agency, and awareness of a mystery within the ordinary. These were designed to connect wonder to intended learning concepts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598369,1792171235,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","doi: 10.26529/cepsj.1489  \nThe Role of Wonder in Students’ Conception of and Learning About Evolution  \nBodil Sundberg*1 and Magdalena Andersson2  \n• Learning about evolution can be challenging for students, as a full understanding may require them to see the world in new ways, to master a disciplinary language and to understand complex processes. Drawing on a long line of theoretically grounded arguments of philosophers and researchers for including wonder in science teaching, we report on the results of an empirical study with the primary aim of investigating the role of wonder in students’ learning about evolution. The study was carried out through a formative intervention in which two researchers in science education collaborated with a seventh-grade teacher. Over a period of six weeks, 45 students participated in lessons and workshops aimed at eliciting a sense of wonder in relation to concepts that are known to impact the learning of evolution. We incorporated four ‘triggers’ to elicit students’ wonder in the science class: aesthetic experiences, defiance of expectations, agency and awareness of a mystery within the ordinary. Logbook entries and interviews with student pairs provided empirical material for a qualitative analysis of the role of wonder in the students’ meaning-making about, learning of and engagement in evolution. The results show that it is possible to design science teaching that triggers students’ wonder in relation to an intended learning object. The results also reveal that the participating students described their sense of wonder in qualitatively different ways and that they still struggled to make sense of the concept of evolution after six weeks of teaching.  \nKeywords: evolution, formative intervention, lower secondary school, threshold concepts, wonder  \n1 *Corresponding Author. Science Education at the School of Science and Technology, Örebro University, Sweden; [bodil.sundberg@oru.se](bodil.sundberg@oru.se).  \n2 School of Science and Technology, Örebro University, Sweden.  \n36 the role of wonder in students’ conception of and learning about evolution  \nVloga čudenja pri učencih glede pojmovanja evolucijein učenja o njej  \nBodil Sundberg in Magdalena Andersson  \n• Učenje o evoluciji utegne učencem predstavljati izziv, saj lahko od njih terja, da morajo za popolno razumevanje uvideti svet na nove načine, da obvladajo strokovni jezik in razumejo kompleksne procese. Na podlagi dolge vrste teoretično utemeljenih argumentov filozofov in raziskovalcev za vključevanje čudenja v poučevanje naravoslovja poročamo oizsledkih empirične študije, ki je bila osredinjena na vlogo čudenja pri učenju evolucije učencev. Raziskava je bila izvedena s formativno intervencijo, v kateri sta dva raziskovalca naravoslovnega izobraževanja sodelovala z učiteljico sedmega razreda. V obdobju šestih tednov je 45 učencev sodelovalo pri pouku in na delavnicah, katerih cilj je bil vzbuditi občutek čudenja v povezavi s koncepti, za katere je znano, da vplivajona učenje evolucije. Vključili smo štiri »sprožilce«, s čimer smo med poukom naravoslovja pri učencih izvali čudenje: estetska doživetja, kljubovanje pričakovanjem, posredništvo in zavest o skrivnosti v običajnem. Dnevniški vnosi so skupaj s tandemskimi intervjuji učencev zagotovili empirično gradivo za kvalitativno analizo vloge čudenja pri oblikovanjupomenov, ki jih imajo učenci o evoluciji, učenju in o sodelovanju pri njej. Izsledki kažejo, da je mogoče poučevanje naravoslovja zasnovatitako, da bi pri učencih sprožilo čudenje v kontekstu zamišljenega učnegacilja. Prav tako izsledki nakazujejo, da so sodelujoči učenci to opisali nakvalitativno različne načine, pri čemer so stežka osmislili koncept evolucije tudi po šestih tednih poučevanja.  \nKljučne besede: evolucija, formativna intervencija, nižja srednja šola, pragovni koncepti, čudenje  \nIntroduction  \nThe theory of evolution is one of the key explanatory models in biology. An accurate understanding of evolution is th","cbCaipd1f71lLoEI","https://ap.wps.com/l/cbCaipd1f71lLoEI","pdf",280980,27,"English","# Introduction\n## Study design and intervention\n## Wonder triggers and data sources\n## Findings and implications","[{\"question\":\"Why is learning about evolution challenging for students?\",\"answer\":\"Students must adopt new ways of seeing the world, master disciplinary language, and interpret complex and often invisible processes. The text also notes cognitive and emotional barriers that affect understanding.\"},{\"question\":\"How was the study of students’ wonder conducted?\",\"answer\":\"The study used a formative intervention over six weeks, involving two science-education researchers and a seventh-grade teacher. Forty-five students participated in lessons and workshops.\"},{\"question\":\"What triggers were used to elicit students’ wonder in evolution learning?\",\"answer\":\"The intervention incorporated four triggers: aesthetic experiences, defiance of expectations, agency, and awareness of a mystery within the ordinary. These were designed to connect wonder to intended learning concepts.\"}]","The Role of Wonder in Students’ Conception of and Learning About Evolution | PDF",1792086804,68]