Teaching Science Through Wonder: A Comprehensive Research Study to Ignite Students' Scientific Imagination

Wonder has long served as the emotional spark behind scientific discovery, yet it remains largely absent in contemporary science classrooms. This study presents an expanded and human-centered examination of wonder as a pedagogical force capable of transforming STEM learning. Through a conceptual analysis of literature in curiosity, imagination, inquiry learning, cognitive engagement, and science pedagogy, this paper proposes the Wonder-Based Science Instruction (WBSI) model. The model integrates wonder-provoking phenomena, imaginative hypothesis building, and guided inquiry to create learning environments that mirror authentic scientific thinking