Psychologists and researchers have long puzzled over questions regarding "curiosity" and have more or less settled on a two-pronged definition as: (1) trait curiosity (an intrinsic drive for exploration and learning); and (2) state curiosity (an interest sparked by external conditions). Many studies have shown that human beings are generally born with a drive to explore their environments, and longitudinal studies conducted with young children have found wide variance in stimulation seeking (the drive to investigate new objects in their environments). The early research findings seem to suggest that curiosity is more nature than nurture. However, dozens of newer studies have discovered that environmental conditions profoundly influence children's openness to exploration. So, the question arises, what classroom conditions arouse curiosity? For starters, curiosity begins with the encounter of a gap in knowledge, especially something that does not fit ones expectations. Since curiosity depends on some prior knowledge, teachers should draw on students' prior knowledge of subjects/events to arouse their curiosity.