Perfiles de curiosidad y diferencias en experiencia estética en futuros maestros

Abstract

Curiosity produces high benefits in the person, both cognitively, socially and emotionally, hence the need to work on it at school. The objective of the study was to find diverse curiosity profiles in future Spanish teachers and examine whether there are statistically significant differences between these profiles based on aesthetic experience. To this end, a descriptive, field research was carried out with a sample of 477 people (Age = 21.17, SD = 4.03) who were studying the Degree in Early Childhood Education or Primary Education Teacher at the University of Alicante, Spain, at which instruments were administered: Curiosity and Exploration Inventory (CEI-II) and the Aesthetic Experience Questionnaire. The results showed four curiosity profiles (high curiosity, moderate upward curiosity, moderate downward curiosity, and low curiosity). The profiles of high curiosity and moderate upward curiosity obtained the highest scores in the different dimensions of the aesthetic experience (perceptual, emotional, cultural, understanding, proximal conditions of flow, subjective experience of being in flow); while low curiosity and moderate downward curiosity obtained the lowest mean scores. In conclusion, instructing artistic content and didactic strategies on curiosity about novelty achieves beneficial results.