The Advancement of Learning, written in 1605, notes that "wonder is the seed of knowledge." Because questioning and curiosity are key elements in the In-Touch Science program, the authors adopted the phrase, "I wonder" to describe children's responses to the activities.

An "I wonder. . . " statement does NOT have to begin with the words, "I wonder." It does NOT even have to be a statement. "I wonder. . ." statements ARE comments, ideas, questions, descriptions, concerns, comparisons, or doubts - any expression that demonstrates that the children are thinking about the activity they are doing. These are examples of "I wonder. . ." statements shared by facilitators. What ideas were expressed by your group?

How do we use "I wonder. . ." statements? These statements are used:

• to engage the children
• to inform the leader
• to evaluate the program

Encourage children to describe what they are doing. By giving voice to their ideas, learning is reinforced. These girls mounted their pre- and post-activity statements (bird and fish cut-outs) as a way to review what they learned.

A listening leader can discern from the children's chatter whether they understand and enjoy the activity. If so, the facilitator can encourage variations and follow-up activities. If not, the facilitator can ask questions to re-direct the group.

"I wonder. . ." statements are collected and submitted as part of program evaluation. The facilitator includes the statements in the second page of the activity evaluation form. General statements verify children's involvement. Pre- and post-statements can demonstrate learning.

What is the best way to collect "I wonder. . ." statements? Use the method that works best for you. Facilitators/helpers write on Post-It notes, chalkboards, newsprint, or notepads during the activity. Some use a tape recorder or video and review the results later. Others enlist a volunteer to record children's statements. Children can record their own statements by writing, drawing, or taping their ideas.