“When we ask questions, sometimes there’s no answer”: A study of year 3 and 4 children’s perceptions of curiosity in the classroom
Sophie Winnard
(PGCE General Primary, 2017-2018)
Email: sophie.winnard@cantab.net
Abstract
This study investigates pupil perspectives of epistemic curiosity and learning. Fostering curiosity is key to creating self-motivated students and is therefore an important subject for contemporary enquiry. A mixed methods case study approach is taken, using semi-structured interviews,drawings and observations to collect qualitative data, analysed using content analysis. This study finds that year 3 and 4 pupils perceive themselves to be more curious now than when they were younger, in contrast to findings of previous research, and suggests explanations for disparity. The children in this study are more curious when material is pitched at an appropriate level, when learning outside the classroom or in an exploratory manner using real experiences and stimuli. This is congruent
with previous research. Suggestions for classroom practitioners are offered along with questions for further enquiry
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The full paper is available for download as a pdf file: [pdf] [pdf] 215-236-winnards
Citation: Winnard, S. (2019) '“When we ask questions, sometimes there’s no answer”: A study of year 3 and 4 children’s perceptions of curiosity in the classroom' Journal of Trainee Teacher Educational Research, Volume 10 pp.215-236 (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])