Boosting Curiosity and Early Science Learning with Storybooks

• In Event: Exploring Science in the Preschool Years: Identity Development and Learning Through Educational Narratives

Abstract

Objectives or Purpose. Curiosity is an integral feature of early childhood as children ask questions, explore, and experiment to learn about their environment (e.g., Bonawitz et al., 2012; Butler et al., 2020; Ronfard et al., 2018). These information-seeking behaviors are also highly relevant skills for early science learning, as outlined in the Next Generation Science Standards (NRC, 2013). However, research on curiosity is uncommon in preschool. Preschool is an important time for developing children’s early learning and feelings of belongingness in science (Bian et al., 2017, 2018; Kumar et al., 2023; Rhodes et al., 2020). Thus, the current study aims to explore the relation between curiosity and science learning outcomes empirically in preschool-aged children.

Theoretical framework. Loewenstein’s (1994) information-gap theory posits curiosity as arising from perceiving a gap in knowledge. Thus, curiosity may be impacted by the environment, which is important when considering the practical applications of research around curiosity for educational settings. Conceptualizing curiosity as a state, opposed to an individual trait, allows for curiosity to be manipulated for research and practical applications (Jirout & Klahr, 2012). In recent years, the information-gap theory has become popular for research on curiosity in early childhood as it relates to question-asking (Jirout, 2011; Jirout & Klahr, 2020), information-acquisition (van Schijndel et al., 2018)and in developing measures of curiosity (Jirout & Klahr, 2012, 2020; Piotrowski et al., 2014).

Methods and Data Sources. In the current study, 4- and 5-year-old children (N = 59, Mage = 61.28 months) participate in one of two conditions: a curiosity condition (n = 34, mage = 62.32 months) with a storybook about electricity designed with flaps to elicit curiosity or a control condition (n = 25, mage = 60.52 months) where children read the same book without flaps. They then participate in a near- and far-transfer task to measure learning. As such, for both tasks, children are shown two photos of circuits: one complete circuit and one incomplete circuit. For the near-transfer, these images are from the book whereas for the far-transfer they are circuits the child has not seen before. Children are asked for all images if the mechanism will work and receive a total score of 0 (neither image correct), 1 (one image correct) or 2 (both correct) for each task.

Results. On the near-transfer task, a similar proportion of children in the curiosity (65%) and control (52%) conditions received a score of two task (z = 1.01, p = 0.313). Whereas significantly more children in the curiosity (47%) condition scored a total score of 2 than those in the control (12%) on the far-transfer task (z = 2.85, p = 0.004) which is a more difficult, stringent test of learning. Thus, children in the experimental curiosity condition do seem to learn more from the storybook.

Significance. The current study demonstrates a simple storybook manipulation for increasing science learning and curiosity in preschoolers. Educators may be able to use storybooks designed to elicit curiosity to boost children’s interest and early learning around science.

Authors

• Hannah Puttre, Boston University

• Kathleen H. Corriveau, Boston University