To conceptually define wonder, various scientific disciplines are consulted. These statements, which are not very extensive in relation to elementary school teaching, are related to the thinking, actions, and feelings of elementary school children. The author clarifies in a process that wonder is an emotion with a strong intrinsic motivational character. Wonder initiates a valuable process of active, independent learning and thinking, culminating in the formation of concepts. The theoretical insights are further examined through a survey of several teachers. This leads to a hypothesis that is tested through an experimental series of lessons. Result: It is possible to incorporate wonder into a flexible, self-dynamic design of the subject lessons, thereby promoting the independence and thinking of the children.