Curiosity and Inquisitiveness

Watson, Lani

doi:10.4324/9781315712550-14

Cited by 22 publications

(18 citation statements)

References 1 publication

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“…The results of observations during the learning process with the IT-SRL model show that almost half of the students (47%) often show curiosity. Watson (2017) reveals that people with curiosity are very active in asking questions, in Bardone & (2017) study, curiosity has a positive effect on the number of problemsolving generated.…”

Section: Inquisitive Domainsmentioning

confidence: 85%

Application of Guided Inquiry Model Using Self-Regulated Learning Approach to Improve Student's Creative Disposition and Creative Thinking Skill in Biology Subject

Algiani¹,

Artayasa²,

Sukarso³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Given the importance of globalization and the need to train students' thinking skills and broad knowledge to prepare them to face the demands of the 21st century work, education from the start needs to look more critically at educational practices and learning methods that should be directed. This study seeks to examine the effect of applying the guided inquiry model with the Self Regulated Learning approach to students' creative dispositions and creative thinking skills in high school biology learning. To achieve this goal, a sample of 70 students at one of the State Senior High Schools in Mataram, NTB. Subjects were purposively grouped into the experimental class, namely learning using the Guided Inquiry Model with the Self Regulated Learning (IT-SRL) Approach and the control class using the Ordinary Guided Inquiry (IT) model. Data on students' creative dispositions were obtained from a creative disposition questionnaire while data on students' creative thinking skills were obtained from tests of creative thinking skills which were compiled based on indicators of creative thinking skills. Hypothesis testing in this study uses. The results of the ANCOVA test showed that students who were taught using the guided inquiry model using the self-regulated learning (IT-SRL) approach had better creative dispositions and creative thinking skills than students who were taught using the inquiry method (IT).

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Section: Inquisitive Domainsmentioning

confidence: 85%

Application of Guided Inquiry Model Using Self-Regulated Learning Approach to Improve Student's Creative Disposition and Creative Thinking Skill in Biology Subject

Algiani¹,

Artayasa²,

Sukarso³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

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“…The inquisitive person always asks questions, while the curious person can manifest their curiosity in many ways. Inquisitiveness is thus a restricted form of curiosity (Watson, 2019).…”

Section: Virtue Epistemologymentioning

confidence: 99%

Intellectual Virtues for Interdisciplinary Research: A Consensual Qualitative Analysis

Vanney,

Mesurado,

Sáenz

et al. 2023

Cognitive Science

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Through a qualitative approach, this study identified a specific subgroup of intellectual virtues necessary for developing interdisciplinary research. Cognitive science was initially conceived as a new discipline emerging from various fields, including philosophy, psychology, artificial intelligence, linguistics, and anthropology. Thus, a frequent debate among cognitive scientists is whether the initial multidisciplinary program successfully developed into a mature interdisciplinary field or evolved into a set of independent sciences of cognition. For several years, interdisciplinarity has been an aspiration for the academy, although the difficulties limiting the success of interdisciplinary collaborations have begun to erode that initial optimism. Our analysis suggests that the problems hindering the success of interdisciplinarity can be overcome by fostering certain intellectual character strengths in scholars. The Consensual Qualitative Research method was used to analyze nine semi‐structured interviews involving researchers with a long personal trajectory of interdisciplinary research between the sciences and the humanities. Three virtue domains emerged from the interviews’ analysis: (i) intellectual virtues, (ii) social virtues, and (iii) interpersonal intellectual virtues. The virtues of the third domain intersect with intellectual and social ones. They are intellectual because they pursue epistemic goods. But, unlike other intellectual virtues, they only develop in interpersonal settings, so they can also be considered to have a social component. Interpersonal intellectual virtues can be thus defined as intellectual character traits that facilitate the acquisition of knowledge (intellectual motivation) with and through other people in a reciprocal way (social environment). These virtues are essential for developing any successful collective epistemic enterprise, interdisciplinary research being a privileged context where these qualities manifest themselves in a relevant way.

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“…In the early modern period, this inquisitive passion became precisely the appetite for knowledge that promised to loose human society from its chains of ignorance [15]. Today, philosophers still conceptualize curiosity as the motivation to find out information or acquire specific epistemic goods [16] [17]. Importantly, the acquisitional model is rooted in units of knowers and units of knowledge: "I want to know X" or "I desire to find out X" [12].…”

Section: From Acquisitional To Connectional Curiositymentioning

confidence: 99%

Edgework: Viewing curiosity as fundamentally relational

Zurn¹,

Zhou²,

Lydon‐Staley³

et al. 2021

Preprint

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Most theories of curiosity emphasize the acquisition of information. Such conceptualizations focus on the actions of the knower in seeking units of knowledge. Each unit is valued as an unknown and appropriated in becoming known. Yet, recent advances across a range of disciplines from philosophy to cognitive science suggest that it may be time to complement the acquisitional theory of curiosity with a connectional theory of curiosity. This alternative perspective focuses on the actions of the knower in seeking relations among informational units, laying down lines of intersection, and thereby building a scaffold or network of knowledge. Intuitively, curiosity becomes edgework. In this chapter, we dwell on the notion of edgework, wrestle with its relation to prior accounts, and exercise its unique features to craft alternative reasons for curiosity's value to humanity. To begin, we engage in a philosophical discussion of the evidence for connectional curiosity across the last two millennia in the Western intellectual tradition. We then move to a contemporary operationalization of connectional curiosity in the mathematical language of network science. To make our discussion more concrete, we walk through a case study of humans browsing Wikipedia. The groundwork laid, we turn to the practical question of how (if at all) the paradigm of curiosity as edgework manifests in the contemporary lives of humans today. Does such a conceptualization help us to better understand the relations between curiosity and mental health? Might the edgework paradigm explain the drive to build specific structures of knowledge? Would the account help us to encode, test, and validate existing theories of curiosity, or propose new ones? Could it clarify why and how our culture values curiosity, in its multiple manifestations, plethora of practices, and kindred kinds in many bodies? In considering interdisciplinary answers to these questions, we find that the notion of edgework offers a fresh, flexible, and explanatory account of curiosity. More broadly, it uncovers new opportunities to use the lens of science to examine, probe, and interrogate this important dimension of the human experience.

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Curiosity and Inquisitiveness

Cited by 22 publications

References 1 publication

Application of Guided Inquiry Model Using Self-Regulated Learning Approach to Improve Student's Creative Disposition and Creative Thinking Skill in Biology Subject

Application of Guided Inquiry Model Using Self-Regulated Learning Approach to Improve Student's Creative Disposition and Creative Thinking Skill in Biology Subject

Intellectual Virtues for Interdisciplinary Research: A Consensual Qualitative Analysis

Edgework: Viewing curiosity as fundamentally relational

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