Question Asking Practice Fosters Aspects of Curiosity in Science Content in Young Children
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| Title: | Question Asking Practice Fosters Aspects of Curiosity in Science Content in Young Children |
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| Language: | English |
| Authors: | Anne T. Park, Joseph Colantonio, Lourdes Delgado Reyes, Sophie D. S. Sharp, Andrew E. Koepp, Elizabeth Bonawitz, Allyson P. Mackey |
| Source: | npj Science of Learning. 2026 11. |
| Availability: | Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2045095 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Young Children, Science Education, Personality Traits, Science Process Skills, Discussion, Prior Learning, Questioning Techniques |
| DOI: | 10.1038/s41539-025-00384-5 |
| ISSN: | 2056-7936 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/zsj9h/?view_only=72707fec61b449ebb80a5159809ac86b |
| Entry Date: | 2026 |
| Accession Number: | EJ1501836 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 2056-7936 |
| DOI: | 10.1038/s41539-025-00384-5 |
