Do individual differences in children’s curiosity relate to their inquiry-based learning?     

Tessa J. P. van Schijndel  Brenda R. J. Jansen  Maartje E. J. Raijmakers 《International Journal of Science Education》2018,40(9):996-1015

This study investigates how individual differences in 7- to 9-year-olds' curiosity relate to the inquiry-learning process and outcomes in environments differing in structure. The focus on curiosity as individual differences variable was motivated by the importance of curiosity in science education, and uncertainty being central to both the definition of curiosity and the inquiry-learning environment. Curiosity was assessed with the Underwater Exploration game (Jirout, J., & Klahr, D. (2012). Children's scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32, 125–160. doi:10.1016/j.dr.2012.04.002), and inquiry-based learning with the newly developed Scientific Discovery task, which focuses on the principle of designing informative experiments. Structure of the inquiry-learning environment was manipulated by explaining this principle or not. As intelligence relates to learning and possibly curiosity, it was taken into account. Results showed that children's curiosity was positively related to their knowledge acquisition, but not to their quality of exploration. For low intelligent children, environment structure positively affected their quality of exploration, but not their knowledge acquisition. There was no interaction between curiosity and environment structure. These results support the existence of two distinct inquiry-based learning processes – the designing of experiments, on the one hand, and the reflection on performed experiments, on the other – and link children's curiosity to the latter process.  相似文献   

Towards a Comprehensive View of Object-Oriented Play     

Wynberg  Elizabeth R.  Boland  Annerieke  Raijmakers  Maartje E. J.  van der Veen  Chiel 《Educational Psychology Review》2022,34(1):197-228

Educational Psychology Review - The exploration and/or manipulation of objects and materials, referred to as object-oriented play (OOP), is one of the most prominent activities children engage in...  相似文献   

Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda     

Vu  TuongVan  Magis-Weinberg  Luc&#;a  Jansen  Brenda R. J.  van Atteveldt  Nienke  Janssen  Tieme W. P.  Lee  Nikki C.  van der Maas  Han L. J.  Raijmakers  Maartje E. J.  Sachisthal  Maien S. M.  Meeter  Martijn 《Educational Psychology Review》2022,34(1):39-71

Educational Psychology Review - The question of how learners’ motivation influences their academic achievement and vice versa has been the subject of intensive research due to its theoretical...  相似文献