Nurturing Childhood Curiosity to Enhance Learning: Evidence from a Randomized Pedagogical Intervention†

• 成果类型: Article
• 署名作者: Alan, Sule; Mumcu, Ipek
• 署名单位: European University Institute; Ihsan Dogramaci Bilkent University; University of Exeter
• 刊物名称: AMERICAN ECONOMIC REVIEW
• ISSN/ISSBN: 0002-8282
• DOI: 10.1257/aer.20230084
• 发表日期: 2024
• 页码: 1173-1210
• 关键词: school; validation; education; instruction; CHILDREN; GENDER; scale; READ; 3RD

摘要

We evaluate a pedagogical intervention aimed at improving learning in elementary school children by fostering their curiosity. We test the effectiveness of the pedagogy using achievement scores and a novel measure of curiosity. The latter involves creating a sense of information deprivation and quantifying the urge to acquire information and retention ability. The intervention increases curiosity, knowledge retention, and science test scores, with the effects persisting into middle school years. It also leads to more information sharing and peer learning in the classroom. The evidence can help design better pedagogical tools to increase pupil engagement and the quality of