Student experiences with wonder through higher education.

Abstract

The purpose of this study is to understand the process by which students engage with wonder through experiences in higher education. Wonder as an emotion and practice has been studied extensively from a theoretical, philosophical, and theological perspective, and research suggests that wondering has positive implications for learning. However, empirical research about students’ experience wonder has not previously been collected. The findings of this study provide a model that illustrates the process by which students wonder and eventually begin to engage in wonder as a practice. Additionally, the findings present sources within a college setting that have provided opportunities for students to wonder. This study lays a foundation for continued inquiry into the subject of student wondering and may provide educators a starting point from which to consider how their practices can further contribute toward opportunities for students to wonder.