2004
Volume 41, Issue 2
  • ISSN: 1567-7109
  • E-ISSN: 2468-1652

Abstract

Abstract

In de filosofische literatuur is er het laatste decennium veel aandacht geweest voor het educatieve belang van verwondering. In dit artikel presenteren we een theoretisch kader van specifieke onderwijsstrategieën en dimensies van schoolbeleid die relevant zijn voor leerkrachten en scholen om verwondering bij leerlingen te stimuleren. We onderscheiden acht onderwijsstrategieën van leerkrachten die eraan bijdragen dat leerlingen zich verwonderen op school. Sommige strategieën betreffen de persoonlijke stijl van de leerkracht zoals een sensitieve houding tegenover de initiële verwondering van leerlingen en het tonen van de eigen verwondering en fascinatie tijdens de les. Andere strategieën betreffen specifieke activiteiten zoals leerlingen een persoonlijke betekenis laten geven aan de lesinhoud, de verbeelding van leerlingen stimuleren en een verrijkte leeromgeving creëren. Daarnaast onderscheiden we drie aspecten van het schoolbeleid die relevant zijn voor leerkrachten om de strategieën voor verwondering in te kunnen zetten. Als laatste presenteren we een op het theoretisch kader gebaseerde vragenlijst voor leerkrachten en schoolleiders in het basisonderwijs: de Wonder-full Education Questionnaire. We concluderen dat het theoretisch kader en de hierop gebaseerde vragenlijst ruime mogelijkheden bieden om empirisch onderzoek te doen naar de rol van verwondering in het onderwijs.

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2021-01-01
2021-12-07
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