Today, few empirical studies describe teachers' and students’ views on, and experiences of, wonder in school science. We focus on grade 4-6 as this period coincides with when the science curriculum becomes more challenging and students’ interest in science has been shown to drop.

Expansive learning (Engeström & Sannino, 2010) has informed on an innovative approach where we combine a Delphi Study with Formative interventions in the science classroom. The data will consist of Delphi responses, video recordings of team meetings, observed lessons, audio recordings of students' interviews and questionnaire responses.

The Delphi study examines views on the role of wonder in science teaching and learning (why and what) from important stakeholders of different areas of science and science teaching. Formative interventions will be conducted in three cycles over a period of three school years which allows us to follow the same students and their teachers from grade 4 to 6.

Three school units will be involved, each including two classes and their science teachers. The formative interventions will inform us on how teachers may shape science teaching that make room for wonder. In addition the study will provide knowledge about the long-term effect on students’ and teachers' experiences.