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<p>Children who are more curious learn more in school, but little is known about how to promote curiosity-driven behaviors. In a preregistered experiment, 103 children (54 boys, 49 girls, ages 5–7 years) were randomly assigned to a condition in which they were encouraged to ask questions, or to listen carefully, during eight one-on-one science lessons over 2 weeks. Children in the question-asking condition valued new science information significantly more than children in the listening condition (Wilcoxon <i>r</i> = 0.23). Children with less background knowledge, as measured by their baseline vocabulary and science achievement, showed greater curiosity and learning benefits from question-asking. These results suggest that practice with question-asking can boost some aspects of curiosity and learning in science domains.</p>

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Question asking practice fosters aspects of curiosity in science content in young children

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月16日

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  • Anne T. Park,
  • Joseph Colantonio,
  • Lourdes Delgado Reyes,
  • Sophie D. S. Sharp,
  • Andrew E. Koepp,
  • Elizabeth Bonawitz,
  • Allyson P. Mackey

摘要

Children who are more curious learn more in school, but little is known about how to promote curiosity-driven behaviors. In a preregistered experiment, 103 children (54 boys, 49 girls, ages 5–7 years) were randomly assigned to a condition in which they were encouraged to ask questions, or to listen carefully, during eight one-on-one science lessons over 2 weeks. Children in the question-asking condition valued new science information significantly more than children in the listening condition (Wilcoxon r = 0.23). Children with less background knowledge, as measured by their baseline vocabulary and science achievement, showed greater curiosity and learning benefits from question-asking. These results suggest that practice with question-asking can boost some aspects of curiosity and learning in science domains.