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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
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
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  Data: 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/
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  Data: 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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