Search

The effects of variations in learner control were examined for an interactive lesson presented as a videodisc visit to an art museum. The 101 first and second grade subjects were assigned to program control, learner control, and learner control with advisement conditions, or to a control group. Data on achievement and curiosity were analyzed. (28 references) (MES)

Administered Kaufman Assessment Battery for Children (K-ABC) and multiple indicators of exploration of novel objects to 41 preschool children. Canonical analyses failed to reveal significant correlation between measures of exploration and intelligence. Simple correlations indicated low but significant correlations between comments about novel objects and some K-ABC global scales. (Author/NB)

Activities that highlight the unknown and the fact that successful science is produced as much by contradictions as by confirmations are described. The activities are intended to help students begin expressing and channeling their individual curiosity. The topics include ecosystems and energy. (KR)

Presents a method for initiating discovery learning in early childhood classrooms through the study of ants. Children read about ants, record observations, and conduct experiments. This method teaches children to explore the environment, organize activities, seek resources, and engage in scientific inquiry. Examples of children's work are included. (SH)

Ways in which students are allowed to choose, based on their curiosity at the moment, which way they will move through a lesson are described. Available software for interactive biology programs and available authoring software for developing interactive programs by teachers and students are listed. (KR)

Discusses topics that are especially appropriate for investigation by young learners and describes activities that stimulate children's curiosity. Suggestions about ways to focus children's attention on mathematical aspects of the activities are offered. (BB)

An integrated unit that combines the areas of science, social studies, and art is described. Water and land environment, the community, and folk arts are reflected in the unit. Activities include measuring water and air parameters, netting and seining, observation of a stream and the land around it, writing and picture journals, and media experiments. (KR)

Describes a Canadian study attempting to relate the motivating power of interest to children's writing performance by supplementing background knowledge with topic relevant information. Reports that children with tutorial support on high interest subjects performed no better than others. Concludes that the motivational power of interesting topics is confounded with the role of previous knowledge. (DK)

Describes a sixth grade class in which students examined World War II throughout a school year. Identifies curiosity as the factor that helped children most in learning about the war. Reviews teaching strategies used and kinds of questions students asked. Discusses student problems with the vocabulary of the subject matter. Includes student journal entries. (SG)

A workshop is described in which students design various shapes from the basic rectangle. The polypopagon is used as an example of something that can be made out of simple, everyday materials yet be related to the greater, integrated enterprise of discovery and invention. Directions for making polypopagons are included. (KR)

Explores the concept of curiosity and its relationship to research; discusses possible reasons for the apparent lack of curiosity among nurses; proposes interventions to promote it; and points out benefits to the profession if this could be achieved. (Author/JOW)

The study with 308 teachers in 3 states examined criteria preferred by teachers when recommending students for gifted programs. Overall, the criteria of creativity, learning quickly and easily, initiating own learning, and curiosity were chosen most frequently. Teachers of the gifted preferred criteria most consistent with theorists' recommendations. (Author/DB)

Examined longitudinal change and stability in daydreaming and curiosity among 74 gifted children and adolescents. Findings suggest pattern of both change and stability in intellectual styles over time. Measures which tap content of daydreams changed over time, but measures of process or ways of relating to the environment, such as curiosity and frequency of daydreaming, were fairly stable. (Author/NB)

Reflects on experiences of 3- and 4-year-olds after reading "Cat and Alex and the Magic Flying Carpet." Follow-up activities involved children pretending to travel on a magic flying carpet. Notes that children selected locations important in their hearts, minds, and daily lives and that their actions reflected their knowledge of the world, their teamwork, and caring for one another. (KB)

Observes that the major challenge teachers confront is resisting the urge to be a "know-it-all," to dispense facile answers, to stop the inquiry. Concludes that only after surmounting the fear of being without an answer and after a conscious decision is made to listen thoughtfully can real learning begin. (SD)

Discusses Art Costa's 14 Intelligent Behavior Characteristics and gives examples of picture books that apply to each characteristic, including persistence, decreasing impulsivity, listening, cooperative thinking, flexibility, metacognition, accuracy and precision, sense of humor, questioning, using past knowledge, risk taking, using all senses, originality and creativity, and curiosity and inquisitiveness. (LRW)

Examines how results of research on the brain and learning can be applied to the education of middle level students. Considers neural, experimental, and reflective intelligence and the importance of emotion in learning. Suggests ways to use natural curiosity to enhance learning by introducing engaging problems and reflecting on the problem-solving process. (KB)

Presents accounts from primary teachers as they worked toward fostering questioning. Techniques included providing good stimuli for questions, having students share thoughts in groups of increasing size, and modeling good questions and question-asking. (PVD)

Because children are in danger of losing their curiosity in adolescence, science teaching in primary school is of critical importance. Nurturing curiosity requires that the locus of control must reside with the learner. Instructional density (the amount of teaching) must not inhibit children's thinking and decision-making so as to remove the activity completely from the learner. (PVD)

The "Children's Science Curiosity Scale" is composed of 30 Likert-like items which examine various curiosity factors in the context of science learning. Internal consistency, test-retest reliabilities, and validity of the instrument were investigated. Sex differences using the instrument were also investigated. (JN)

Determined whether natural history museum visitors (N=234) were attracted to hands-on exhibits or to identical "no-touch" exhibits. Results indicate that a significant number of visitors preferred the manipulatable settings and that children preferred to engage in hands-on experiences more than adults. Additional findings are reported and discussed. (JN)

Significant positive Pearson correlation coefficients were found for students'(N=91) interest in and attitudes toward science (0.58), interest in science and curiosity (0.47), and attitudes toward science and curiosity (0.40). Implications for science instruction and curriculum development are addressed. (JN)

Discusses issues of Logo learning, including mode and content of learning in Logo and possible results; use of study guide to increase children's learning of powerful ideas in Logo; subprocedures, modularity, and structured programing use and related learning problems; debugging difficulties; and Logo research needs. (MBR)

A noted writer of fiction explores the role of imagination in the intellectual development of children and the need for imagination in various facets of daily lives and suggests ways of stimulating its use by children. (RBW)

Investigated relationships among attitudes toward science, interest in science, science curiosity, and self-concept of science ability. Data, obtained from 228 sixth-grade students, show that attitudes toward science, interest in science, and science curiosity are highly related. Implications of these findings for science instruction are discussed. (JN)

Nongifted students (N=25) were slightly more curious than gifted Ss. Gifted boys displayed a greater curiosity level than gifted girls, whereas nongifted girls expressed slightly greater curiosity than nongifted boys; in both cases, no significant differences were found. Curiosity items rated the highest were associated with novelty, unknown stimuli, and preference of the respondents. (Author/CL)

Discusses the value of preserving wonder and curiosity as part of a child's intellectual growth and experience in elementary school science. Practical steps for handling students' wonder questions are identified, including children's knowledge, speculation and hypothesis, identification of possible inquiry methods, research, and sharing new knowledge. (DST)

Why we must subsidize intellectual curiosity in public schools is discussed and the need for a serious campaign to excite young people about teaching as one of the fundamentally most important professions available to Americans is examined. (RM)

Presents a model which stresses the importance of teacher support for four levels of early childhood education--curiosity, exploration, play, and creativity. Provides definitions, outlines behavioral evidence for these levels, gives appropriate teacher responses for each level, and discusses theoretical support for the model's importance in curriculum planning for young children. (AS)

Examined the relationship between age and curiosity (as measured by surprise, perceived value, and desire for additional knowledge) in young, middle-aged, and older adults (N=100). Results showed a positive relationship between perceived value and desire for additional knowledge in young and middle-aged adults but not for older adults. (BH)

Describes reading materials for gifted children ages birth to nine years that correspond to the following characteristics of the gifted: vocabulary, curiosity, sensitivity, beauty, and humor. HOD)

Describes seven learning techniques that cognitive psychologists have identified as leading to substantially heightened learning across a variety of situations: attention; curiosity and learning; thematic lesson organization; high information flow; mnemonics; concrete representations; and Zeigarnik effect. Research on their effectiveness and their applications within computerized tutorials are discussed. (MBR)

This study attempted to (1) examine differences in the curiosity behavior of abused preschool children in situations with their mothers, a teacher, and a stranger; (2) determine whether the children exhibited more curiosity when exposed to novel versus familiar objects; and (3) examine adult behaviors theoretically related to children's curiosity. (PCB)

A good liberal arts education is not a dress rehearsal for anything, but a real experience in maturing--intellectually and personally--and in developing the crucial skills of creativity, confidence, and curiosity. These skills are at least as important as the knowledge accumulated in class. (MSE)

Questionnaires completed by 146 Westinghouse Science Talent Search winners identified curiosity as their primary research impetus. Females reported more concern with social impacts of scientific research, less variability in self-image as scientists, and a greater tendency to credit hard work and dedication (versus intelligence/creativity) for success than did males. (Author/VW

Lectures and workbooks cannot instill curiosity and continuous interest or the disposition to respond to experiences in certain ways. This article examines sabateurs of the learning disposition (such as reinforcing learned stupidity and using rewards that suppress interest) and suggests curriculum strategies to engage young minds, such as using the school bus as a teaching tool. (13 references.) (MLH)

Analyzes the impact that play has on science and mathematics learning for preschool and elementary school children. Examples are given of learning opportunities in science and mathematics available through children's play. Also considers the attitudes developed through play--curiosity, divergent thinking and motivation--essential to learning in these areas. (BB)

Claims "why" questions are asked out of curiosity or criticism. Discusses eight methods of answering (appealing to authority, tradition, popularity, practicality, or feelings, admitting ignorance, turning the question back, and addressing reasons). Argues that "why" sits at the very heart of learning. (SR)

Several interactive videodisc lessons--Physics and Automobile Collisions, Energy Transformations Featuring the Bicycle, Studies in Motion, and Puzzle of the Tacoma Narrows Bridge Collapse--are discussed in terms of Malone's theory based on computer game analysis that challenge, curiosity, and fantasy are aspects of intrinsic motivation for learning. (MBR)

Reviews research on curiosity in adulthood and old age, showing curiosity to have state- and trait-like qualities. Notes that curiosity does not seem to lesssen with aging, while susceptibility to boredom may decrease with aging. Views depression in opposition to curiosity. Shows depression to reduce levels of curiosity. Discusses implications for adult education. (Author/NB)

To encourage gifted children's curiosity, a companion program for gifted children aged 4-7 years was developed at Northern Michigan University, wherein young adults in teacher education work with the children as their mentor careful matching with companions, and determining the child's interests. (JDD)

Points to the essential ingredients of scholarship and an energetic, enthusiastic approach to teaching: imagination, curiosity, discipline, determination, and the resources to make one's work possible. Stresses the importance of fostering these qualities and providing the resources faculty members need. (AYC)