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ERIC Number: EJ1041904
Record Type: Journal
Publication Date: 2014
Pages: 4
Abstractor: ERIC
Reference Count: 7
ISSN: ISSN-1094-9046
Making Students More Curious
Willingham, Daniel
Knowledge Quest, v42 n5 p32-35 May-Jun 2014
A connection between creativity and curiosity may seem self evident, and, indeed, psychologists and philosophers have long held that creativity and curiosity are related. It seems logical enough. One can imagine that the typical individual is satisfied by the usual solution to a problem or the usual way to conceptualize a situation, but the intensely curious individual keeps thinking about it and so might come to a new, creative solution or conceptualization of an old problem. Recent work also shows that curiosity is related to academic performance. In fact, the combination of curiosity and conscientiousness--a feeling of responsibility to get things done--has as big an impact on grades as intelligence (Von Stumm, Hell, and Chamorro-Premuzic 2011). So, there are good reasons to encourage curiosity in students, but what, exactly, are we encouraging? Researchers have had a hard time pinning down a definition of curiosity (Renninger and Hidi 2011) or even a way to think about it that's consistently useful. Is it mostly a matter of thought? Is it an emotional state? Or maybe it should be characterized by what people do when they feel curious. Oftentimes a successful definition is the result of scientific inquiry, not a prerequisite. Therefore, there is a need to start with something provisional. This article offers a characterization that has both cognitive and emotional elements (Silvia 2008). The starting point is the idea that humans enjoy solving problems.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A