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

Author:

Alan Sule1,Mumcu Ipek2

Affiliation:

1. European University Institute, Italy, and Bilkent University, Turkey (email: )

2. University of Exeter, United Kingdom (email: )

Abstract

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 learning. (JEL D83, I21, I26, J13, O15)

Publisher

American Economic Association

Cited by 3 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Curiosity in children across ages and contexts;Nature Reviews Psychology;2024-08-07

2. Improving children’s learning in developing countries: what works and what doesn’t;New Zealand Economic Papers;2024-07-24

3. Exploring Effective Strategies for Student Engagement and Learning Outcomes in Elementary Education;International Journal of Learning Reformation in Elementary Education;2024-06-15

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