Children and Teacher Perceptions of and Experiences With Curiosity (Poster 20)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 3

Abstract

Curiosity is an essential element of the learning process. Understanding how teachers and
children experience and perceive curiosity can inform methods of fostering curiosity (Fandakova
& Gruber, 2021; Marvin & Shomany, 2016; Author, 2018). This study explored U.S. teachers’
and children’s conceptualizations of curiosity, perceived importance of curiosity, and children’s
experiences with curiosity. Using a qualitative analysis of interview data from 19 teachers and 73
five- to ten-year-old children (Mage=7.89 years), data showed that all teachers’ and 75% of
children’s definitions of curiosity aligned with adults’ naive definitions and research
conceptualizations (Aslan et al., 2021). Similarities and differences of the data are presented and
implications of the results for future research on curiosity promotion are discussed.

Authors

• Jessica Scoville, University of Virginia

• Natalie Evans, University of Virginia

• Jamie Jirout, University of Virginia