This was a large quantitative study, firstly, of the extent and manner in which classroom activities and teachers’ interaction with pupils, as well as school policy in 60 primary schools are ‘wonder-full’.
3 January 2018
The study was secondly of the connection between wonder-full education and children’s sense of wonder. Thirdly, the data gathered here were combined with the data from project 5 to establish correlations between wonder-full education and children’s flourishing.
General hypotheses tested were: 1) wonder-full education is positively correlated with children’s proneness to wonder; 2) wonder-full education is positively correlated with children’s flourishing; 3) this relation is mediated by children’s sense of wonder.
We were able to find some confirmation for the second and third hypothesis, but were not able to quantitatively substantiate the first. For more information see this report on our findings.