Wondering in Education in and beyond school: A Scoping Review Protocol

The phenomenon of “wondering” has a long philosophical tradition and is often described as a catalyst for philosophical inquiry. When it comes to educational theory and practice, however, it has received comparatively little explicit attention. Following the philosophical tradition, moments of wondering, as well as a broader disposition toward wonder may foster deep educational processes. If and how this is used and implemented in educational contexts in and beyond school needs a closer scientific look. The scoping review aims to map the existing body of work in German- and English-language educational research. Initial explorations in FIS Bildung and iterative were conducted in a first step to refine the search strategy. In the next step a comprehensive search will be carried out in FIS Bildung, Scopus, ERIC, and EBSCOhost using the predefined search terms. Abstracts will then be screened independently by the first and second authors, with a subset of abstracts and full texts cross-check by a third author. All included full texts will be coded and analysed by the first author based on established screening criteria, as well as a randomised selection from the third author. The scoping review seeks to offer an orienting overview of existing research, conceptual uses, and disciplinary approaches by - systematically charting the differing theoretical, didactic methodological, and empirical literature addressing wondering in educational contexts, - comparing the German- and English‑language debates, and - identifying recommendations for further research and educational practice.