On Curiosity and Science Education

Cunningham, John D.

doi:10.1111/j.1949-8594.1966.tb15072.x

Cited by 2 publications

(2 citation statements)

References 40 publications

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“…Curiosity seems to be a fertile area for research; hopefully, additional work will be done in this domain. An excellent review of re search and discussion papers on curiosity and science education was pre pared by Cunningham (1966b).…”

Section: Other Learning Studiesmentioning

confidence: 99%

1: Learning Studies in Science Education

Belanger

1969

Review of Educational Research

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The usual textbook definition of learning is "change in behavior." If this definition is adopted as the search criterion for identifying pertinent items for review in the science education literature, several difficulties are immediately encountered. The conceptualization of learning in this way could be used to subsume studies in evaluation, for example in curriculum evaluation where presumably the curriculum serves as a means for some modification of behavior. Or studies in attitude change or any study where achievement is measured might be appropriately included. However, if an attempt is made to narrow the range by adopting a notion such as Ausubel's "Meaningful Verbal Learning" or Piaget's notion of learning, in the broad sense, as simply another term for intelligence, then very few studies in science education could be identified as within either domain. Thus, the immediate problem is deciding what to review.

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Section: Other Learning Studiesmentioning

confidence: 99%

1: Learning Studies in Science Education

Belanger

1969

Review of Educational Research

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“…Development of curiosity in learning can be used as a component in preparing for the 21st century's superior generation, because it is an important metacognitive skill in the context of education [1]. Individuals who have a high level of curiosity will be able to remember what has been learned longer than individuals who are less curious about the variety of information provided [2] [3]. Besides curiosity plays an important role in maintaining cognitive functions, mental health, and physical [4], and academic achievement [5], so that curiosity is increasingly felt as a virtue that needs to be developed in the learning process in education.…”

Section: Introductionmentioning

confidence: 99%

The Curiosity of Education Faculty Students in Learning

Hartini,

Kartadinata,

et al. 2019

IJEAT

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In this study we described the curiosity of education faculty students in learning based on aspects of interest, noveltyseeking, the openness of experience and exploration. We used cross-sectional survey with a quantitative approach to collect data and to measure curiosity in learning we used questionnaire. The participants were 286 spread across 9 study programs in the faculty of education. The results showed that students sometimes have a curiosity in learning. This condition explained the curiosity of students in learning tends to be in the medium category and tends to be low because the number of students who are rare and never curiosity in learning more than students who often and always curiosity in learning.

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On Curiosity and Science Education

Cited by 2 publications

References 40 publications

1: Learning Studies in Science Education

1: Learning Studies in Science Education

The Curiosity of Education Faculty Students in Learning

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