1. Supporting curiosity in schools and classrooms
- Author
-
Emily Grossnickle Peterson
- Subjects
Change over time ,Structure (mathematical logic) ,Biopsychosocial model ,InformationSystems_INFORMATIONINTERFACESANDPRESENTATION(e.g.,HCI) ,Cognitive Neuroscience ,media_common.quotation_subject ,05 social sciences ,ComputingMilieux_PERSONALCOMPUTING ,050105 experimental psychology ,Epistemology ,Epistemic beliefs ,03 medical and health sciences ,Behavioral Neuroscience ,Psychiatry and Mental health ,0302 clinical medicine ,Systems theory ,ComputingMilieux_COMPUTERSANDEDUCATION ,Curiosity ,Subject areas ,0501 psychology and cognitive sciences ,Relation (history of concept) ,Psychology ,030217 neurology & neurosurgery ,media_common - Abstract
Curiosity is associated with increased learning, and developing curious individuals is an educational goal in its own right. This review uses Bioecological Systems Theory to examine how students’ curiosity can be supported in educational contexts. Understanding the nature of curiosity as a biopsychosocial characteristic that can change over time and its relation to other characteristics such as knowledge and epistemic beliefs provides insight into why some students may be more curious than others, or more curious in certain subject areas than others. Scaffolding uncertainty and other practices that instigate curiosity are an important means of increasing curiosity for learning. Overall, the development of students’ curiosity should account for the complex, nested structure of learning environments, including the culture of high-stakes testing.
- Published
- 2020