Supporting curiosity in schools and classrooms

Peterson, Emily Grossnickle

doi:10.1016/j.cobeha.2020.05.006

Cited by 31 publications

(10 citation statements)

References 36 publications

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“…Both likewise hinge upon cognitive-motivational factors such as a sense of intellectual engagement and autonomy that an individual's (or team's) working and learning environment can support—or squelch 57 – 59 . Promoting—and individually and collectively modelling—a welcoming receptivity to experimentation 60 , to divergently asking questions 1 , 61 , and openly seeking feedback 62 are all promising places to start, especially if combined with a positive, learning attitude toward uncertainty, ambiguity, and the occurrence of failures 31 , 60 . Neither engaging in acts of curiosity, nor attempts at creative flexibility, are guaranteed success, and becoming comfortable with uncertainty and ambiguity is integral to the forging of new and valuable ways of doing and thinking 63 – 65 .…”

Section: Discussionmentioning

confidence: 99%

Capturing, clarifying, and consolidating the curiosity-creativity connection

Koutstaal

Kedrick

Gonzalez-Brito

2022

Sci Rep

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The cognitive-motivational concepts of curiosity and creativity are often viewed as intertwined. Yet, despite the intuitively strong linkage between these two concepts, the existing cognitive-behavioral evidence for a curiosity-creativity connection is not strong, and is nearly entirely based on self-report measures. Using a new lab-based Curiosity Q&A task we evaluate to what extent behaviorally manifested curiosity—as revealed in autonomous inquiry and exploration—is associated with creative performance. In a preregistered study (N = 179) we show that, as hypothesized, the novelty of the questions that participants generated during the Curiosity Q&A Task significantly positively correlated with the originality of their responses on a divergent-thinking task (the conceptually-based Alternative Uses Task). Additionally, the extent to which participants sought out information that was implicitly missing in the presented factual stimuli ("gap-related information foraging") positively correlated with performance on two predominantly convergent-thinking tasks (the Remote Associates Task and Analogy Completion). Question asking, topic-related information foraging, and creative performance correlated with trait-based "interest-type" curiosity oriented toward exploration and novelty, but not with "deprivation-type" curiosity focused on dispelling uncertainty or ignorance. Theoretically and practically, these results underscore the importance of continuing to develop interventions that foster both creative thinking and active autonomous inquiry.

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Section: Discussionmentioning

confidence: 99%

Capturing, clarifying, and consolidating the curiosity-creativity connection

Koutstaal

Kedrick

Gonzalez-Brito

2022

Sci Rep

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“…It is claimed that curiosity has a positive effect on learning (Gruber, Gelman, & Ranganath, 2014;Lindholm, 2018;McGillivray, Murayama, & Castel, 2015;Peterson, 2020;Reio, 2019;van Schijndel, Jansen, & Raijmakers, 2018). Many studies have reported that students who are claimed to be curious are more often have better academic success (Post & Walma van der Molen, 2018;Reio Jr & Wiswell, 2000;Wavo, 2004) than students who are reported to have less curiosity.…”

Section: Discussionmentioning

confidence: 99%

Investigation of Primary Teacher Candidates' Curiosity in Mathematics in Terms of Various Variables

Ulum

2022

eqr

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Curiosity is essential to scientific discovery and innovation, and more universally, it is a natural and unavoidable characteristic of children. It is shown as a process in which efforts are made to fill the knowledge gap. It is an important element of learning and it increases math achievement. This research reveals the level of curiosity in candidate primary mathematics teachers and discusses the precautions to be taken through various variables. A descriptive survey model was used in this study. This research was carried out during the 2022–2023 academic year. The study group of the research consists of 262 candidate primary school teachers studying at state universities located in the south of Turkey. In the research, "Mathematical Curiosity Scale for Classroom Teachers and Teacher Candidates" and "Personal Information Form" were used as data collection tools. In the study, primary school teacher candidates' gender, type of the high school they graduated from, positive and negative experiences about mathematics throughout their education life, and their level of mathematics curiosity and liking mathematics teachers were examined. According to the research results, primary school teacher candidates have a high level of curiosity about mathematics. Besides, sex generally does not affect curiosity in mathematics. Candidate primary school teachers who have negative experience with mathematics are less curious about mathematics. Primary school teacher candidates who like mathematics teachers are more curious about mathematics.

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“…A pesar de ser una variable relevante para el desarrollo cognitivo y emocional del ser humano, la investigación científica sobre los beneficios de la CN es escasa. No obstante, se ha observado un vínculo positivo y significativo entre la CN y variables psicológicas de carácter positivo tales como el afecto y bienestar positivo (Kashdan et al, 2018), apertura a la experiencia (Grossnickle, 2020), autonomía (Schutte y Malouff, 2019), autoeficacia creativa, identidad personal creativa (Karwowski, 2012), autoaceptación, relaciones positivas, contribución e integración social , simpatía, extraversión, honestidad, perseverancia, escrupulosidad (Balgiu, 2020), y atención plena (Vacca y Hoadley, 2016).…”

Section: Introductionunclassified

Perfiles de curiosidad y diferencias en experiencia estética en futuros maestros

2024

RCS

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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.

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Supporting curiosity in schools and classrooms

Cited by 31 publications

References 36 publications

Capturing, clarifying, and consolidating the curiosity-creativity connection

Capturing, clarifying, and consolidating the curiosity-creativity connection

Investigation of Primary Teacher Candidates' Curiosity in Mathematics in Terms of Various Variables

Perfiles de curiosidad y diferencias en experiencia estética en futuros maestros

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